IMPROVING STUDENTS’ SPEAKING ABILITY OF KEEYAMUDDEEN SCHOOL BY USING GUESS THE WORD GAME

SUNISA JEHMAMING, 17203153183 (2019) IMPROVING STUDENTS’ SPEAKING ABILITY OF KEEYAMUDDEEN SCHOOL BY USING GUESS THE WORD GAME. [ Skripsi ]

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Abstract

Thesis with the title “Improving students’ speaking ability of Keeyamuddeen School by using guess the word game” this is written by Sunisa Jehmaming, NIM. 17203153183, Advisor: Dr.H. Nursamsu, M.Pd. Keywords: Improving students’ speaking ability, by using guess game The students’ improvement on speaking ability was revealed from the difference of the students’ mean score before and after the actions. Before the actions, the students’ mean score was 35.71%. After the researcher did the actions to the students, the students’ mean score improved to 92.85%. This improvement was confirmed by the following indicators. The students could pronounce the words correctly. The quantity of students who can pronounce certain words correctly increased. Next, the students were able to memorize the meaning of words. They can easily memorize the meaning of the speaking when answering researcher’s question related to the previous lesson about the meaning of words/objects and were able to complete the task about meaning of words. Moreover, the students were able to use speaking. It was shown by the students’ works on exercises in their worksheet which contained only fewer mistakes in making sentences or in another exercise in using speaking ability. Besides, animation video improved the classroom situation during teaching and learning process. Having been taught by using guessing game, the students showed great interest to be actively involved in the teaching learning process. In the classroom, they were eager to join all activities and did their entire task. They looked happy, convenient, quiet, and relax because of the humor in the guessing game. Guessing game gave new atmosphere in teaching learning process. In addition, the students were easy to ask to come in front of the class, and they answered researcher’s questions actively even though they are not pointed by the researcher, the next point was the students’ activeness progress in doing the task from the researcher. They looked happy doing their task. Students were enthusiastic and became active in joining the class because they felt comfortable with the guessing game. Students paid attention to the lesson and to the guessing game. The classroom became interactive. It was proved by the interaction between the researcher and the researcher. It is indicated by the students’ questions to the teacher when they faced difficulties.

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