14 research outputs found
PENGGUNAAN KINEMATIK GNSS PRECISE POINT POSITIONING (PPP) PADA SURVEI GAYABERAT AIRBORNE SULAWESI
No full text<p class="judulabstrakindo"> ABSTRAK</p><p class="abstrakindo">Metode <em>Precise Point Positionin</em>g (PPP) adalah metode penentuan posisi teliti yang hanya menggunakan sebuah receiver GNSS dual frekuensi. Metode ini dapat digunakan untuk menentukan posisi teliti objek-objek yang diam (<em>static</em>) maupun bergerak (<em>kinematic</em>). Pada penelitian ini, akan dipaparkan mengenai penggunaan kinematik PPP dalam penentuan posisi pesawat terbang pada survei gayaberat <em>airborne</em> di Sulawesi tahun 2008. Data yang digunakan adalah jalur terbang pesawat pada <em>day of year</em> (DOY) 291 dan 274. Perangkat lunak yang digunakan adalah Waypoint<sup>®</sup> Grafnav. Hasil pengolahan menggunakan metode PPP tersebut kemudian dibandingkan dengan hasil pengolahan data Diferensial GPS (DGPS) dengan 1 titik ikat untuk DOY 291 dan 2 titik ikat untuk DOY 274. Hasil perbandingan pada DOY 291 menunjukkan nilai RMS untuk arah timur, utara dan tinggi masing-masing sebesar 0,024 m; 0,020 m dan 0,039 m. Pada DOY 274, RMS yang diperoleh adalah 0,032 m; 0,011 m dan 0,058 m masing-masing untuk arah timur, utara dan tinggi. Hasil-hasil tersebut mengindikasikan bahwa metode PPP dapat digunakan untuk menentukan posisi pesawat terbang dengan fraksi ketelitian sentimeter. Tingkat ketelitian posisi ini sudah memenuhi syarat untuk digunakan pada survei gayaberat <em>airborne</em>.</p><p class="katakunci"><strong>Kata kunci</strong>: GNSS, kinematik PPP, gayaberat airborne, DGPS</p><p class="katakunci"> </p><p class="abstrak"> ABSTRACT</p><p class="abstraking">The Precise Point Positioning (PPP) is a positioning method which only use a dual frequency GNSS receiver. This method can be used to determine the precise position of either static (static) or moving objects (kinematic). In this paper, we will discuss the application of kinematic PPP for the 2008 Sulawesi airborne gravity survey. By using a commercial GNSS processing software called Waypoint® Grafnav, we determine the PPP solutions for the aircraft trajectory of the day of year (DOY) 291 and 274. Each solution then be compared to the Differential GPS (DGPS) results, which use one base station for DOY 291 and two reference stations for DOY 274. The PPP solution of DOY 291 gives RMS error of 0.024 m eastward, 0.020 m northward, and 0.039 m upward. Moreover, the comparison of DOY 274 gives RMS error of 0.032 m eastward, 0.011 m northward, and 0.058 m upward. These centimeter level RMS errors show that PPP is a compatible positioning method for airborne gravity survey.</p><p class="katakunci"><strong><em>Keywords</em></strong><em>: GNSS, </em><em>k</em><em>inematic PPP, airborne gravity, DGPS</em><em></em></p></jats:p
Use, Quality, and Effect of Pelvic Examination in Primary care for Detection of Gynaecological Cancer: Systematic Review
No full textAbstract: One of the many initiatives to reduce the amount of time spent waiting for a diagnosis and to improve patient outcomes is the establishment of guidelines for the urgent referral of patients who have a suspicion that they may have cancer. These guidelines were developed by a number of different organizations. The pelvic examination has been acknowledged as an essential component of the well-woman visit ever since ancient times. This session is seen by many women and gynecologic care providers as an opportunity to discuss sexual and reproductive health problems with their patients. Consequently, many women take advantage of this opportunity. A pelvic examination is typically performed on asymptomatic women as a screening tool for gynecologic cancer, infection, and asymptomatic pelvic inflammatory disease; despite evidence to the contrary, some obstetrician–gynecologists and patients consider it to be important in detecting subclinical disease. a pelvic examination is typically performed on asymptomatic women as a screening tool for gynecologic cancer, infection, and asymptomatic An evaluation of the patient's external genitalia, an examination of the patient's internal genitalia with the use of a speculum, rectovaginal examination, and bimanual palpation are all potential components of the pelvic examination. These components can be carried out alone or in combination with one another, depending on your preference. According to the United States Preventive Services Task Force, there is not enough data to determine whether or not a pelvic exam is accurate in diagnosing a number of gynecologic illnesses. There is not enough evidence to back the claim that pelvic examination (PE) is helpful in the process of identifying gynecological cancer.
Keywords: Detection; Gynaecological Cancer; Pelvic Examination; Screening.
Title: Use, Quality, and Effect of Pelvic Examination in Primary care for Detection of Gynaecological Cancer: Systematic Review
Author: Prayudha Tegar Perbawa
International Journal of Healthcare Sciences
ISSN 2348-5728 (Online)
Vol. 11, Issue 1, April 2023 - September 2023
Page No: 55-60
Research Publish Journals
Website: www.researchpublish.com
Published Date: 08-June-2023
DOI: https://doi.org/10.5281/zenodo.8017256
Paper Download Link (Source)
https://www.researchpublish.com/papers/use-quality-and-effect-of-pelvic-examination-in-primary-care-for-detection-of-gynaecological-cancer-systematic-reviewInternational Journal of Healthcare Sciences, ISSN 2348-5728 (Online), Research Publish Journals, Website: www.researchpublish.co
Steric And Eustatik Effect Contributions To Sea Level Change Based On Altimetry Satellite Argo And Grace Satellite Data Within 1992-2012 Period (The Study Area: The Western Pacific Ocean)
No full textAbstract. The change of sea level in the western Pasific Ocean is one of the biggest change in the world. This is caused by steric and eustatic factors. In the period of 1992-2012, the total change of sea level in this area based on the Topex/Poseidon satellite data, Jason 1 and Jason 2, was 6. 982 ± 3.493 mm/year. Based on the temperature and salinity from Argo floats for the period 2000 "“ 2013, the obtained high streic changes in sea level in the region is about 14.352 ± 13.002 mm/year. The result is a based on high steric sea level relative to 900 dbar pressure. To find the rise of eustatic sea level that caused by the changes in ocean mass, linear regression performed on the data Equivalent Water Thickness (EWT) of monthly GRACE satellites in the period January 2004 to April 2013. The magnitude of the linear trend EWT changes in this area is -0.4026 ± 0.1073 mm/year. This study concludes that the correlation between EWT and the SLA value is more significant than the correlation between high steric sea level and SLA. But further investigation is needed to determine the factor that contributes more to changes of sea level in the study area. This occurs due to the presence of still considerable correlation between the high steric sea level and ocean mass which is the independent variable in the equation of total sea level . To minimize these correlations , observations required high steric and ocean mass with a longer time span. Keywords : The change of sea level, steric, eustatic, the western Pasific Ocean, linear trend
DESAIN DAN REALISASI ANTENA PLANAR ARRAY UNTUK MENDAPATKAN POWER GAIN DENGAN METODE ELECTROMAGNETIC BAND GAP (EBG) PADA DUAL BAND FREKUENSI 1.777,9 – 1.804 MHz UNTUK CDMA DAN 2.400 – 2.415 MHz UNTUK WIFI
No full textABSTRAKSI: Antena merupakan salah satu perangkat utama dalam sistem RF yang berperan dalam mempropagasikan gelombang. Tanpa disain yang baik, sinyal RF tidak dapat di transmisikan dan diterima dengan sempurna. Hal diatas berlaku juga pada penggunaan antena pada sistem telekomunikasi seperti Wifi dan CDMA. Dalam beberapa referensi yang penulis dapat, penambahan EBG struktur pada antena microstrip dapat meningkatkan performansi beberapa parameter antena seperti bandwidth, gain, cross isolation, side lobes, front lobe, dan back lobe. Dalam tugas akhir ini penulis mendesain dan mengimplementasikan suatu antenna mikrostrip dual band 2400 – 2415 MHz untuk Wifi dan 1777,9 – 1804 MHz untuk CDMA. Penulis juga akan menerapkan suatu metode Elemctromagnetic Band Gap (EBG) yang dapat menekan arus permukaan. Elemctromagnetic Band Gap (EBG) ditempatkan disekeliling sisi terluar antena sehingga arus bocor permukaan pada sisi tersebut berkurang.Hasil yang dicapai dari penelitian ini yaitu direalisasikannya perancangan antena planar array yang bekerja pada frekuensi 2400 – 2415 MHz untuk Wifi dan 1777,9 – 1804 MHz untuk CDMA, dilengkapi dengan analisis bahwa antena ini bekerja pada rentang frekuensi 2400 – 2415 MHz dan 1777,9 – 1804 MHz, memiliki VSWR ≤ 1,5dan gain ± 5 dBi.Kata Kunci : EBG, Antena Mikrostrip Array, Dual BandABSTRACT: Antenna is one of the main devices in RF system that plays a role in waves propagation. Without a good design, RF signals can not be transmitted and received perfectly. The above applies to the using of antennas in telecommunication systems such as Wifi and CDMA. In some references, author get information that adding EBG structure in microstrip antenna can improve the performance of several antenna parameters such as bandwidth, gain, cross isolation, side lobes, the front lobe and back lobe.In this thesis the author has design and implement a dual band microstrip antenna 2.400 – 2.415 MHz for Wifi and 1.777,9 – 1.804 MHz for CDMA. The author also implement a method of EBG (Elemctromagnetic Band Gap) that can suppress surface currents. Elemctromagnetic Band Gap (EBG) is placed around the outer side of the antenna so that the leakage current on the surface is reduced.Keyword: EBG, Array Microstrip Antenna, Dual Ban
PENGUKURAN GAYABERAT MENGGUNAKAN GRAVIMETER ABSOLUT A-10
No full textPengukuran gayaberat absolut merupakan pengukuran nilai gayaberat dengan mengamati percepatan vertikal benda jatuh bebas. Pada tahun 2017, Badan Informasi Geospasial (BIG) melakukan pengukuran gayaberat absolut di beberapa pilar Gayaberat Utama (GBU) di Indonesia dengan menggunakan gravimeter A-10. Tujuan penulisan makalah ini adalah memaparkan teknik pengukuran dan pengolahan data gayaberat absolut di GBU yang merupakan bagian dari Jaring Kontrol Gayaberat (JKG) dengan menggunakan gravimeter A-10. Titik-titik yang akan dijadikan pembahasan dalam naskah ini adalah GBU018 di Jakarta dan GBU035 di Makassar. Pengukuran di tiap titik dilakukan sebanyak 10 set dengan jumlah drop untuk setiap set sebanyak 120. Hasil yang diperoleh adalah nilai gayaberat absolut (µgal) beserta ketidakpastiannya. Nilai gayaberat (g) hasil pengolahan di lapangan (on-site) untuk GBU018 adalah 978140735,73 ± 11,17 µgal, sedangkan untuk GBU035 adalah 978117560,92 ± 7,16 µgal. Nilai-nilai tersebut diperoleh setelah dilakukan koreksi gradien gayaberat. Koreksi tersebut diperoleh dari pengamatan gradien menggunakan gravimeter relatif dengan besaran -296,30 µgal/m untuk GBU018 dan -324,14 µgal/m untuk GBU035.
ABSTRACT
Absolute gravity measurement is measuring the gravity value by observing the vertical acceleration of a free-falling body. In 2017, the Geospatial Information Agency of Indonesia (BIG) effectuated an absolute gravity campaign over some points in Indonesia by using an A-10 gravimeter. The objective of this writing is to describe the measurement and processing steps taken in absolute gravity survey over some gravity network benchmarks. Some of those points were GBU018 (Jakarta) and GBU035 (Makassar). Each point was measured for 120 drops, with 10 sets. The obtained results were both gravity values and their uncertainties (µgal). The gravity values (g) as obtained on-site were 978140735.73 ± 11.17 µgal for GBU018 and 978117560.92 ± 7.16 µgal for GBU035. Those values were generated after gravity gradient correction had been applied. Moreover, the correction values were obtained by using a relative gravimeter with a magnitude of -296.30 µgal/m for GBU018 and -324.14 µgal/m for GBU035
Analisis SWOT Dalam Menentukan Strategi Pemasaran Di My Burger Coffee Medan
No full textEach company aims to maintain its viability, to develop, and make a
profit. Likewish this cafe that will be the subject author for this research.
This research was conducted at My Burger Coffee which aims to know
the marketing strategy applied and to know the condition of the company
through SWOT Analysis to find alternative strategies that can be used by
company as reference in developing condition expected by company. In SWOT
analysis, there are internal environment analysis that is strength (Strength) and
weakness (Weakness) and external environment analysis that is opportunity
(Opportunity) and threat (Threat).
The research was conducted using descriptive method with qualitative
data analysis. Descriptive methods focus on the problems or phenomena that
exist during the course of the study or are actual, then describe the facts about
the problem being investigated as it is and accompanied by an accurate rationale.
Marketing strategy used by My Burger Coffee is to pay attention to three
factors: service or service, pricing and promotion. For service factors have been
running well, but promotion factors are still less active. And for the price pricing
can be said high, but still can run well because there are some people who can
accept it. My Burger Coffee can run several alternative marketing strategies with
promotional strategies, improve service, improve professionalism with
competitors, and update business concepts according to market tastes. Marketing
strategy used by My Burger Coffee is to pay attention to three factors: service or
service, pricing and promotion. For service factors have been running well, but
promotion factors are still less active. And for the price pricing can be said high,
but still can run well because there are some people who can accept it. My
Burger Coffee can run several alternative marketing strategies with promotional
strategies, improve service, improve professionalism with competitors, and
update business concepts according to market tastes.96 HalamanSkripsi Sarjan
Penerapan Sanksi Disiplin Pegawai Negeri Sipil Terhadap Pelanggaran Masa Cuti Bersama Berdasarkan Peraturan Pemerintah No. 94 Tahun 2021 Pada Balai Bahasa Provinsi Riau Tahun 2020
No full textCivil Servants, hereinafter referred to as ASN according to Law Number 94 of 2021 concerning Discipline of Civil Servants, are tasked with implementing policies determined by authorized government officials and providing services to the community according to their respective fields. Article 8 of Law No. 94 of 2021 explains the level of disciplinary punishment for civil servants, namely light disciplinary penalties, moderate disciplinary penalties and severe disciplinary penalties. The main problem of this research is how to apply civil servant disciplinary sanctions to violations of the joint leave period based on Government Regulation No. 94 of 2021 at the Riau Province Language Center in 2021 and what are the obstacles faced in applying disciplinary sanctions to civil servants against violations of the joint leave period based on Government Regulation No. 94 of 2021 at the Riau Province Language Center in 2021. The research method that the author uses in this study is observational research, by conducting a direct survey of the field in order to obtain data, while the nature of this research is an analytical description. Disciplinary Sanctions for Civil Servants Against Violations of the Joint Leave Period Based on Government Regulation no. 94 of 2021 at the Riau Province Language Center in 2021 The results of this research is that it is known that every disciplinary violation committed by civil servants within the Riau Province Language Center will receive disciplinary sanctions for the category of minor, moderate and severe disciplinary violations, every year, especially on religious holidays, there are always civil servants who do not comply with disciplinary rules. related to working hours after collective leave and in 2021 there is an increase in disciplinary violations of working hours by civil servants in the Riau Province Language Center where there are several civil servants who do not comply with working hours or do not come to work after the joint leave holiday period ends, this is influenced by the condition of covid 19 so that there are civil servants who are constrained to return or return to Pekanbaru, the leadership of the Riau Province Language Center provides disciplinary sanctions to civil servants who do not come to work after joint leave according to the level of violation
Sistem pendukung keputusan penilaian kualitas pelayanan Puskesmas di Kabupaten Lumajang menggunakan metode Analytical Hierarchy Process
No full textINDONESIA:
Kualitas pelayanan di Pusat Kesehatan Masyarakat (Puskesmas) merupakan faktor krusial dalam meningkatkan kepuasan dan kepercayaan masyarakat terhadap pelayanan kesehatan dasar. Di Kabupaten Lumajang, kualitas pelayanan puskesmas biasanya diukur melalui indeks kepuasan masyarakat (IKM) yang diadakan secara rutin setiap semesternya. Namun melakukan survei bukanlah hal yang mudah karena membutuhkan banyak partisipasi masyarakat. Selain itu, dibutuhkan pembenaran hasil survei yang bersifat subjektif terhadap data pelayanan puskesmas. Oleh karena itu, penulis mengembangkan sistem pendukung keputusan penilaian kualitas pelayanan puskesmas yang menilai secara objektif dari data laporan pelayanan sebagai pembanding dari hasil survei masyarakat. Penelitian ini bertujuan untuk menilai kualitas pelayanan puskesmas di Kabupaten Lumajang menggunakan metode Analytical Hierarchy Process (AHP). Metode AHP dipilih untuk mengevaluasi dan menentukan prioritas dari 5 dimensi SERVQUAL yang memengaruhi kualitas pelayanan Puskesmas. Penilaian yang dilakukan penelitian ini didasarkan dari data laporan pelayanan puskesmas yang diambil dari aplikasi SIMPUL (Sistem Informasi Puskesmas Kabupaten Lumajang). hasil penelitian menunjukkan bahwa sistem memiliki akurasi sebesar 80% dari pengujian menggunakan confusion matriks. selain itu, dari pengujian blackbox, fungsionalitas sistem berjalan dengan baik secara keseluruhan.
ENGLISH:
The quality of service at the Community Health Center (Puskesmas) is a crucial factor in enhancing public satisfaction and trust in basic health services. In Lumajang Regency, the quality of puskesmas services is usually measured through the public satisfaction index (IKM) which is conducted regularly every semester. However, conducting surveys is not an easy task because it requires a lot of public participation. Additionally, justification of the survey results, which are subjective in nature, is needed against the data from the health center's services. Therefore, the author developed a decision support system for evaluating the quality of health center services that objectively assesses service report data as a comparison to the public survey results. This research aims to assess the quality of health center services in Lumajang Regency using the Analytical Hierarchy Process method (AHP). The AHP method was chosen to evaluate and determine the priorities of the 5 SERVQUAL dimensions that affect the quality of health center services. The assessment conducted in this study is based on health center service report data taken from the SIMPUL application (Health Center Information System of Lumajang Regency). The research results show that the system has an accuracy of 80% from testing using a confusion matrix. Additionally, from the blackbox testing, the system's functionality is overall working well.
ARABIC:
جودة الخدمة في مركز الرعاية الصحية الأولية (Puskesmas) هي عامل حاسم في زيادة رضا وثقة المجتمع في خدمات الرعاية الصحية الأساسية. في مقاطعة لامونجان، عادة ما يتم قياس جودة خدمات مركز الرعاية الصحية الأولية من خلال مؤشر رضا المجتمع (IKM) الذي يتم تنظيمه بانتظام كل فصل دراسي. ومع ذلك، فإن إجراء الاستطلاعات ليس بالأمر السهل لأنه يتطلب الكثير من مشاركة المجتمع. بالإضافة إلى ذلك، هناك حاجة إلى تبرير نتائج الاستطلاعات الذي يكون ذاتيًا بالنسبة لبيانات خدمته. لذلك، قام الباحث بتطوير نظام دعم قرار لتقييم جودة خدمة مركز الرعاية الصحية الأولية الذي يقيم بشكل موضوعي من بيانات تقارير الخدمة كمقارنة مع نتائج استطلاعات المجتمع تهدف هذا البحث إلى تقييم جودة خدمات المراكز الصحية في مقاطعة لامونجان باستخدام طريقة عملية التحليل الهرمي(AHP). تم اختيار طريقة AHP لتقييم وتحديد أولويات ٥ أبعاد من SERVQUAL التي تؤثر على جودة خدمة المراكز الصحية. يعتمد التقييم الذي تم إجراؤه في هذا البحث على بيانات تقارير خدمات المراكز الصحية المأخوذة من تطبيق SIMPUL (نظام معلومات المراكز الصحية في مقاطعة للامونجان). أظهرت نتائج البحث أن النظام لديه دقة تبلغ ٨٠٪ من الاختبارات باستخدام مصفوفة الارتباك. بالإضافة إلى ذلك، من خلال اختبار الصندوق الأسود، كانت وظائف النظام تعمل بشكل جيد على وجه عام
THE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA
No full textTHE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA
Genggam Prayudha Wiradini
English Education Departement, Faculty of Language and Art, State University of Surabaya
[email protected]
Ririn Pusparini, S.Pd., M.Pd.
English Education Departement, Faculty of Language and Art, State University od Surabaya
[email protected]
Abstrak
Speaking mengambil peranan penting dalam pembelajaran Bahasa Inggris dan harus dikuasai oleh siswa dengan baik. Sebelumnya, beberapa siswa berpendapat bahwa speaking adalah aktifitas yang berat karena mereka merasa susah untuk menata kata-kata secara langsung. Oleh karena itu, dibutuhkan guru yang mempunyai kreativitas and cara yang sesuai untuk menyampaikan materi agar kemampuan speaking siswa menjadi baik
Pada penelitian ini, “Murder Mystery Game” sebagai teknik yang disarankan kepada guru untuk membantu siswa agar tertarik aktifitas speaking di kelas. Sebagaimana Erzos (2002) berpendapat bahwa game dapat digunakan untuk memberikan banyak praktek pada komunikasi. Penelitian ini mengacu pendeskribsian implementasi “Murder Mysteru Game” pada pengajaran speaking teks narrative untuk kelas delapan dan juga untuk mengetahui kemampuan siswa berbicara setelah pengimplementasian game ini.
Penelitian ini menggunakan deskriptif kualitatif. Subyek pada penelitian adalah kelas delapan di SMP Negeri 21 Suarabya di kelas VIII-A. Data pada penelitian adalah hasil darpada observasi, catatan lapangan, transkrip siswa dan questionnaire. Datanya dianalisa secara deskriptif untuk menjawab pertanyaan-pertanyaan penelitian.
Hasil penelitian memperlihatkan bahwa implementasi game ini berada segaris dengan tujuh langkah-langkah pada pembelajaran speaking. Hasil transkrip siswa memperlihatkan bahwa siswa dapat berbicara lebih baik karena pengimplementasian “Murder Mystery Game”. Selebihnya, aktifitas guru berada segaris dengan prinsip-prinsip pengajaran speaking.
Berdasarkan hasil-hasil tersebut, dapat dilihat dari nilai siswa, pengimplementasian “Murder Mystery Game” dapat membantu siswa berbicara secara narrative. Dan sebaliknya, kemampuan siswa berbicara juga terlihat baik.
Kata Kunci: speaking, narrative text, game, murder mystery game
Abstract
Speaking takes an important role in learning English and it should be mastered by the students well. Yet, some of the students consider that speaking is difficult activity because they feel difficult to arrange the words naturally. Thus, it needs the teachers who have creativity and appropriate ways to deliver the material in order to improve the students’ ability in speaking.
In this study, “Murder Mystery Game” as a technique is considered to the teachers to help them to make an interesting activity speaking class. As Erzos (2002) states that games can be used to give practice many types of communication. This research aims to describe the implementation of “Murder Mystery Game” in speaking of narrative text for the eighth graders. It also aims to know the students’ ability in speaking after the implementation of this game.
This study is descriptive qualitative research. The subject of this research is the eighth graders in SMP Negeri 21 Surabaya at class VIII-A. The data in this research are the result of observation, field note, students’ transcription, and questionnaire. The data are analyzed descriptively to answer the research questions.
The result of the observation showed that the implementation of this game was in line with seven stages in teaching speaking. The result of the students; transcription showed that students can speak more active by the implementation of “Murder Mystery Game”. Moreover, the teacher’s activity was in line with principles of teaching speaking.
Based on those result, the implementation of “Murder Mystery Game” helped the students to speak in Narrative. It could be shown in the students score. Meanwhile the students’ speaking ability showed better.
Keywords: speaking, narrative text, game, murder mystery game.
INTRODUCTION
There are four basic language skills that should be practiced by people, there are; listening, speaking, reading and writing. These four basic skills are categorized into two, receptive and productive. Among these four skills, speaking is one of the productive skills that aim to communicate with others in spoken words, and it is very important in daily communication. It is supported by Herbert (1977:56) that “speaking is a basic of human activity”. In communication, people put ideas into words talking about perception, feeling and intension. Mastering the art of speaking is the single most important aspect of learning a second or foreign language and success measured in terms of the ability to carry out the conversation in language (Nunan, 1977:56).
Speaking skill also takes an important role in learning English. In learning English as a foreign language, especially for junior high school, students get difficult to have conversation on a topic that they know little about (Baker and Westurp, 2003:5). Most of the students consider that speaking is difficult activity because they have to arrange words into good sentences and they feel ashamed if somebody figures out the grammatical mistakes. In addition, Mafruchah (2009) states in her thesis that “in the speaking activity, students of junior high school still get difficulties in expressing ideas. They are afraid seemed reluctant in front of their classmates because of their mistakes and if the teacher asks the students to practice, they prefer to keep silent”. It is happens, because the students do not have their self confidence and lack of motivation from the teacher who sometimes chooses uninteresting materials in the learning process.
To gain the students’ interest in the speaking activity, it needs the teacher who was able to choose an interesting topic which is familiar to students’ speaking materials and set up a real life condition in order not to make the students get bored. As Sauvignon (1980:34) in her book says that the importance to the learner’s progress in variety of activities in which the students can use language in the real situation which created by the teachers and can avoid students’ boredom. Furthermore, the teacher should create an active speaking class atmosphere, stimulate students’ motivation, likeness, curiosity, develop students’ acquisitions in learning English, as well as should be creative enough to implement a technique in order to make her or his students enjoy and comfortable with the activity in learning process.
There are many kinds of techniques that can be used in the speaking class, there are: role play, discussion group, debate, games and so on. All of them represent strategies for providing the emotional involvement necessary for authentic interaction in the classroom (Sauvignon, 1976: 41). One of the techniques that seems to encourage the students’ speaking ability is game. Halliwell says that, “Games provide an opportunity for the real language use” (1992:6). Wright as cited by Kenongo (1983:1) states that games also help and encourage many learners to sustain their interest and work. From these statements, it can be said that games mostly enjoyable and fun for students. In addition, students are encouraged to express themselves freely in the language from the beginning through experiences and games which provide them with framework for spontaneous, communicative creation (Rivers, 1978:6). It means that by using and playing the games, students will be free to express their ideas without feel afraid to speak something and make mistakes.
“Murder Mystery Game” is not a new game and usually played by the teenagers of Western people at the end of dinner party activity. As Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from problem-solving games and role play games because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher. By using this game, the students are demanded to interact with the members of the group and speak freely in longer utterances on the topic given The advantages of this game are the students can interact and share opinion among the member of the group and also the teacher can observe the students’ speaking ability from each group.
Moreover, based on the standard competence 2006, narratives deal with problematic events which lead to a crisis or turning point of some kinds, which in turn finds a resolution. “Murder Mystery Game” seems appropriate for students in learning speaking narrative text because the contents are orientation, complication and resolution. Depdiknas (2006: 35) states that the function of narrative text is to entertain. Hopefully, by the implementation of “Murder Mystery Game”, there will be any encouragement of students’ speaking ability in the classroom.
Based on the background of the study above, the research questions are formulated as follows:
1.2.1 How is the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya?
1.2.2 How is the students’ speaking ability toward the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya?
1.2.3 What are the students’ responses in the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eighth grade students of SMP Negeri 21 Surabaya?
Speaking
Speaking is a mean of expressing or delivering opinions. People communicate through an oral expression to get much more information. According to Bailey (2003: 48) speaking is the productive skill that people use to communicate orally. In learning a foreign language, speaking skill is as important as other three skills. Agustien (2004: 6) also says that naturally speaking, people learn spoken language first before they learn written version. It means that, speaking plays an important role in order to communicate with others, especially speaking English because nowadays English is considered as an International language. David as cited by Kenongo (2010: 7) “there are generally five components recognized in the analysis of the speaking process: (1) Pronunciation, including the segmental features, vowels, consonants, stress, and intonation patterns; (2) Grammar; (3) Vocabulary; (4) Fluency, the ease and speed of the flow of the speed; (5) Comprehension. However, the students should not to master all of the language components but they can improve their language components by practice speaking. In addition, River (1970: 35) states that “students of a new language will not learn to speak fluently by hearing speech in class, since speaking skill involves active participants on the part of students”. So the teacher should activate the speaking class and give the opportunities to the students to practice their speaking as much as possible.
Game
One useful technique to encourage language acquisition is using language games. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games, which usually are defined as a form of play concerning rules, competition, and an element of fun (Deesri, 2002).
Games also help the teacher to create context in which language is useful and meaningful. Of course, in this case, the teacher should be careful to make the games enjoyed by young learners and at the same time some language items are learned. Brown (1985:317) states that games involve:
1. Rules which must be followed
2. Competition between individuals or teams
3. Determination of a winner if teams of players are part of the games plans, cooperative learning as well as competition can result.
The game also has many advantages. They make the students more easily to understand the teacher’s instruction, strengthen the students’ understanding of the context of learning.
Kinds of Games
According to Hadfiled (1987), “language games can be divided into two further categories: Linguistic games and communicative games. Linguistic games focus on accuracy, such as applying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Hadfield (1987) also classifies language games into many more categories as follow:
• Sorting, ordering or arranging games: For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store.
• Information gap games: In such games, one student has access to the information which is not held by the other student, and this student must acquire the information to complete the task successfully. Information gap games can involve a one-way information gap or a two way information gap.
• Guessing games: In these games, someone knows something and the others must find out what it is.
• Matching games: As a name applies, participants need to find a match for a word, picture or card.
• Labeling games: These are form of matching game, in that participants match labels and pictures
• Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery.
• Role play games: The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated. Role play can involve students playing roles that they do not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
Narrative Text
According to 2004 English curriculum (Depdiknas, 2004b: 3) the structure of narrative comprises Orientation (sets the scene and introduce the characters), Complication (a crisis/ problem arises), and Resolution (the crisis is resolved for better or worse).
Narrative is a familiar type of communication to entertain the listener and the reader with a real or fiction experience. Some types of narrative are fairy stories, mystery, science, fiction, horror/ scary, fable, adventure, romance, and etc. Narrative also has some characteristics based on its linguistic features (Depdiknas, 2004a: 6), those are:
Specific participant and individual participant
In the narrative text that tells chronological story consist of orientation, complication and resolution. In this word, narrative text shows the specific participant or individual participant. It means event that happens with repetition of the participant in the sentence.
Many action verbs (material process)
A sentence is consisting of subject, verb and object. In this case, narrative text often uses many action verbs, such as the word walk, run, etc. Verbal process and mental processes sometimes used in the narrative text. The example of verbal process is the word say, tell, etc. The mental process includes the word believe, know, etc.
Using past tense
In narrative text uses past tense because the story was happened. So the event of the story is not related with activity now. The time signals usually used in narrative text are: once upon a time, yesterday, ago, etc.
Using linking words related to time
Linking words are used in the narrative text that they do with time such as then, when, one day, etc. So the text seems chronological story because it introduces orientation then complication and finally the participants solve it that is called resolution.
Descriptive language
Descriptive language means a text that tells to the objective. In this case, the author grows the listeners’ imagination. So he or she can descript the event of the story, such as the word good, bad, beautiful, etc.
Using pronouns
The pronouns (I, he, she, and they) are often used in the narrative text. In this case, it is easy for the reader to understand the text because of the pronouns is mentioned.
Using illustration to support the text.
To support the text is needed the illustration. It can help the students to understand the text easily. Moreover it is interesting when the teacher can stimulate the students to feel and imagine the story.
Anderson and Anderson (1998: 3) as cited by Widyastiningrum states that narrative text also has some text organizations or generic structures and language features that should be fulfilled in constructing the text, that is:
Generic structure of narrative text:
First, an orientation in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. Second, a complication that sets off a chain of events that influences what will happen in the story. Third, a sequence of events where the characters react the complication. Fourth, a resolution in which the characters solve the problem created in the complication. Fifth, a coda that provides a comment or moral based on what has been learned from the story (an optional step).
Language features of narrative text:
First, there are nouns that take the role to identify the specific characters and places in the story. Second, adjectives that provides accurate descriptions of the characters and settings. Third, verbs that show the actions that occur in the story. Fourth, time words that connects events, telling when they occurred.
Murder Mystery Game
As the writer stated in the previous chapter before that Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from “problem-solving games” and “role play games” because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher.
However, as Schneider and Kortuem (2005) state that “Murder Mystery Game” is the combination between multiplayers with Live-Action Role-Playing (LARP) games. Multiplayer games are based on social interactions as the key feature contributing to the players’ enjoyment. In the other hand, LARP games are the variants of boards’ games that need a real people to play the role. When these games are played with the real people, it will increase the interaction among the members of the players and they remained rare until recently.
Implementing “Murder Mystery Game” in Teaching Speaking Narrative
Pre-Activity:
Step one:
Explain to the class that we are going to play a murder mystery game. Everyone will be a character in the game and one of them is the murderer. Give them the background information
Step two:
Define a class into a group and each group consists of 5 until 7 students. The main character cards all contain clues to working out the mystery. For bigger groups use the supplementary cards (they contain no real clues) or for groups of fourteen or more, split the students into two groups and play the game as a competition to see who can work out the mystery first.
Give each student a character card. They need to read and memorize the information. The aim is to act out the game, become the character and not to just read the information from the card. At this point answer any questions students might have about their character.
Whilst Activity:
Step three:
Hand out the worksheets, explain to the class they need to collect information about everyone who was at the party and fill any relevant information on the sheet. At this point go over key vocabulary: alibi, motive, and clue.
Step four:
This stage is a mingling activity with students asking questions and collecting information. Monitor the language used at this point and correct where necessary.
Post Activity:
Step five:
When the students have spoken to everyone who was at the party, have them go back into their original groups. Take back the character cards. Using the information they have collected, the students try to work out who killed the victim and why they did it. This part of the lesson usually leads to some lively discussion, most students will quic
