RESULT OF TWO JOURNALS

    There are good result to student by using this technique, the result is after applying guessing game technique, the students were motivated to practice speaking English in their daily life. The students could practice English that they had learned. The problem of students’ speaking skill could be solved step by step. The condition of the classroom was better. The situation of the students felt fun and the students have more motivation. The teacher was more discipline with the time of teaching. The students’ participation in speaking English was better than before. During the process of teaching leaning using guessing game technique, the students seemed interested and active to find the meaning of the new words and to practice English dialogues. Those researchers stated that by using this technique it can help to measure their speaking. So that, the students got the confidence when speak to each other especially in front of the class. By learning game, they have e brave when performance in front of the class. These are some of the benefit or positive impact by learning game. 

Researcher using “Student Centered Learning” method where before having a test, the researcher recommended them to prepare their own about pictures which related to the topics students spoke in front of the class individually. Not only using ‘Student Centered Learning”  method, but the researcher also using “Teacher Centered Learning” method wherein learning process, the students usually depend on the teacher’s explanation. It is means the teacher is as the center or main resource in getting the knowledge or material. Therefore, the students are passive and just accept the material from the teacher. While, through using guessing game in teaching speaking, the teacher is as the facilitator.

a.      Definition of Speaking

Speaking is one aspect that important in teaching and learning process. The aim of teaching speaking is to train the students to be able to express their ideas meaningfully in the real life.

b.      Aspects of Speaking

Speaking represents a real challenge to most language learners. No wonder that, some people think that the ability to speak shows the competence of a person in language mastery. Because language is a habit, speaking skill, as a part of four major skill in a language, must be practiced more in its frequency in order to be fluent with the target language that is being learned.

c.       Teaching Speaking

Teaching speaking, especially English is teaching students how to communicate orally to others. Moreover, the teacher has to find and prepare the materials, give clear explanations or direction and also make relationship the materials that they have learn to their own lives.

Guessing Game technique also have some disadvantages :

(1) In applying guessing game, the teacher needs the students who are skillful formulating question from dialogue;

(2) In applying guessing game, the teacher needs the students more carefully to make communication; and (3) In applying guessing game, the teacher needs the students’ more controlling how to make right pronunciation.

Alright my friends, those are about result of two journals that I have read ^^

It is my last blog in the fourth semester,  I hope you like it, and it can be useful for us. Thank you. Much Love, Yevi ^_^

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TWO JOURNALS COMPARISON IN GUESSING GAME TECHNIQUE

GUESSING GAME TECHNIQUE IN SPEAKING SKILL

Assalamu’alaikum.wr.wb

Hello my beloved friends, welcome back to my blog. In this time, I would like to share about comparison between two journals which has same topic discussion.

The first journal that I have read is “Improving Students’ Speaking Skill Through Guessing Games”, and the second journal that I have read is “The Use of Guessing Game to Improve Student’s Speaking Skill”.

WHAT IS GUESSING GAME TECHNIQUE?

Before we know about the comparison from those journals, we have to know what is the meaning of “Guessing Game”. Guessing games is a game in which the participants compete individually or in teams to identify something that indicate obscurely. According to Webster (2001: 8), in teaching speaking through guessing games, students are expected to be involve datively in speaking class activity; they are much courage to think what they want to say. In other words, by guessing game students more active and interest in learning speaking.

After we know about the definition of “Guessing Game”, so check this out to knowing the comparison between two journals that I’ve read ^^

Ø  Differences

1.    In first journal, the researcher using “Student Centered Learning” method where before having a test, the researcher recommended them to prepare their own about pictures which related to the topics students spoke in front of the class individually. Whereas, in the second journal the researcher using “Teacher Centered Learning” method wherein learning process, the students usually depend on the teacher’s explanation. It is means the teacher is as the center or main resource in getting the knowledge or material. Therefore, the students are passive and just accept the material from the teacher. While, through using guessing game in teaching speaking, the teacher is as the facilitator.

2.    In first journal there is no literature review, whereas in the second journal there is literature review, that I want to discuss below :

a.      Definition of Speaking

Speaking is one aspect that important in teaching and learning process. The aim of teaching speaking is to train the students to be able to express their ideas meaningfully in the real life.

b.      Aspects of Speaking

Speaking represents a real challenge to most language learners. No wonder that, some people think that the ability to speak shows the competence of a person in language mastery. Because language is a habit, speaking skill, as a part of four major skill in a language, must be practiced more in its frequency in order to be fluent with the target language that is being learned.

c.       Teaching Speaking

Teaching speaking, especially English is teaching students how to communicate orally to others. Moreover, the teacher has to find and prepare the materials, give clear explanations or direction and also make relationship the materials that they have learn to their own lives.

3.    Another differences is, in the first journal didn’t mention disadvantages from the use of “Guessing Game” method, whereas in the second journal mention about the disadvantages from using this method. The disadvantages will be discuss below :

“Guessing Game” technique is also having some disadvantages. They are: (1) In applying guessing game, the teacher needs the students who are skillful formulating question from dialogue; (2) In applying guessing game, the teacher needs the students more carefully to make communication; and (3) In applying guessing game, the teacher needs the students’ more controlling how to make right pronunciation.

Ø  Sameness

·     In first journal there is good result to student by using this technique, the result is after applying guessing game technique, the students were motivated to practice speaking English in their daily life. The students could practice English that they had learned. The problem of students’ speaking skill could be solved step by step. The condition of the classroom was better. The situation of the students felt fun and the students have more motivation. The teacher was more discipline with the time of teaching. The students’ participation in speaking English was better than before. During the process of teaching leaning using guessing game technique, the students seemed interested and active to find the meaning of the new words and to practice English dialogues.

·     In the second journal, stated that by using this technique it can help to measure their speaking. So that, the students got the confidence when speak to each other especially in front of the class. By learning game, they have e brave when performance in front of the class. These are some of the benefit or positive impact by learning game.

Alright my friends, those are about comparison between two journals that I have read. I hope you like it, and it can be useful for us. You can also read more about those journals at :

1.       file:///C:/Users/ASUS%201015BX%20DF/Music/Pictures/perbandingan%20jurnal%20pdf.pdf

(for the first journal)

2.       http://geej.stkipgetsempena.ac.id/home/article/view/40/38

(for the second journal)

 Much love, Yevi^^

Wassalamu’alaikum.wr.wb.  

GUESSING GAME TECHNIQUE IN SPEAKING SKILL

Assalamu’alaikum.wr.wb

Hello my beloved friends, welcome back to my blog. In this time, I would like to share about comparison between two journals which has same topic discussion.

The first journal that I have read is “Improving Students’ Speaking Skill Through Guessing Games”, and the second journal that I have read is “The Use of Guessing Game to Improve Student’s Speaking Skill”.

WHAT IS GUESSING GAME TECHNIQUE?

Before we know about the comparison from those journals, we have to know what is the meaning of “Guessing Game”. Guessing games is a game in which the participants compete individually or in teams to identify something that indicate obscurely. According to Webster (2001: 8), in teaching speaking through guessing games, students are expected to be involve datively in speaking class activity; they are much courage to think what they want to say. In other words, by guessing game students more active and interest in learning speaking.

After we know about the definition of “Guessing Game”, so check this out to knowing the comparison between two journals that I’ve read ^^

Ø Differences

1.      In first journal, the researcher using “Student Centered Learning” method where before having a test, the researcher recommended them to prepare their own about pictures which related to the topics students spoke in front of the class individually. Whereas, in the second journal the researcher using “Teacher Centered Learning” method wherein learning process, the students usually depend on the teacher’s explanation. It is means the teacher is as the center or main resource in getting the knowledge or material. Therefore, the students are passive and just accept the material from the teacher. While, through using guessing game in teaching speaking, the teacher is as the facilitator.

2.      In first journal there is no literature review, whereas in the second journal there is literature review, that I want to discuss below :

a.      Definition of Speaking

Speaking is one aspect that important in teaching and learning process. The aim of teaching speaking is to train the students to be able to express their ideas meaningfully in the real life.

b.      Aspects of Speaking

Speaking represents a real challenge to most language learners. No wonder that, some people think that the ability to speak shows the competence of a person in language mastery. Because language is a habit, speaking skill, as a part of four major skill in a language, must be practiced more in its frequency in order to be fluent with the target language that is being learned.

c.       Teaching Speaking

Teaching speaking, especially English is teaching students how to communicate orally to others. Moreover, the teacher has to find and prepare the materials, give clear explanations or direction and also make relationship the materials that they have learn to their own lives.

3.       Another differences is, in the first journal didn’t mention disadvantages from the use of “Guessing Game” method, whereas in the second journal mention about the disadvantages from using this method. The disadvantages will be discuss below :

“Guessing Game” technique is also having some disadvantages. They are: (1) In applying guessing game, the teacher needs the students who are skillful formulating question from dialogue; (2) In applying guessing game, the teacher needs the students more carefully to make communication; and (3) In applying guessing game, the teacher needs the students’ more controlling how to make right pronunciation.

Ø Sameness

·    In first journal there is good result to student by using this technique, the result is after applying guessing game technique, the students were motivated to practice speaking English in their daily life. The students could practice English that they had learned. The problem of students’ speaking skill could be solved step by step. The condition of the classroom was better. The situation of the students felt fun and the students have more motivation. The teacher was more discipline with the time of teaching. The students’ participation in speaking English was better than before. During the process of teaching leaning using guessing game technique, the students seemed interested and active to find the meaning of the new words and to practice English dialogues.

·      In the second journal, stated that by using this technique it can help to measure their speaking. So that, the students got the confidence when speak to each other especially in front of the class. By learning game, they have e brave when performance in front of the class. These are some of the benefit or positive impact by learning game.

Alright my friends, those are about comparison between two journals that I have read. I hope you like it, and it can be useful for us. You can also read more about those journals at :

1.       file:///C:/Users/ASUS%201015BX%20DF/Music/Pictures/perbandingan%20jurnal%20pdf.pdf

(for the first journal)

2.       http://geej.stkipgetsempena.ac.id/home/article/view/40/38

(for the second journal)

 Much love, Yevi^^

Wassalamu’alaikum.wr.wb.       

RESEARCH METHODOLOGY

Hi my beloved friends, welcome back to my blog. In this time, I would like to share "Research Methodology" about journal that I have read before. Happy reading everyone ^^

Research Setting and Subject

This research was conducted at SMAN 1 Suka Makmur, Aceh Besar. The researcher chose this school because she had a lot of information about the achievements and the behavior of her students concerning their English. While doing this research, she used English while teaching the class, including when she presented materials or gave instructions.

Research Instruments

The instruments used in this study were as follows:

Observation Check List and Observation Templates

These instruments are vital in the venture to answer the first research question. The observers observed the researcher using the teacher’s observation sheets during the activities in order to be able to measure the researcher’s ability in the teaching-learning processes of the TeamGames-Tournament technique.

Test

 In an effort to answer the second research question, the teacher used two types of tests, a pretest and a post-test. The teacher tested the initial speaking ability of the students with the pre-test which was given before the students were given the treatment. It was given to find out the speaking abilities i.e. the accuracy, fluency, and comprehensibility of the students before the treatment.

Questionnaires

To get data to answer the third research question, the teacher distributed a questionnaire to the students at the last meeting in order to find out the response of the students toward the TGT activities that they had already followed. The questionnaire had 15 questions that asked about their motivation for learning English before and after the treatment.

Data Analysis

To determine the mean score for each test, the formula below was used (Sudjana, 2002, p. 112): Mx,y = ∑x,y N Where: M = sample mean x = individual scores from pre-test y = individual scores from post-test N = number of participants ∑ = accumulated total Meanwhile, analysis of the results from the questionnaire used the percentage formula suggested by Sugiono (2007, p. 43) as follows: P = 𝐹 𝑁 x 100 % In which: P = Result expressed as a percentage F = the frequency N = number of cases.

That's all about the information, I hope it can be useful for us. Much love, Yevi.

JOURNAL REVIEW

Hello my dearest friends! Welcome back to my blog. In this article I would like to tell you about literature review of journal that I’ve read. Happy reading^^

According to Brown (2004), speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. Brindley (1994) defines speaking as an oral skill that is used to express a person’s understanding, convey intended meaning accurately with sufficient vocabulary, use language in appropriate contexts, and interact with other speakers fluently. Some of the meanings may be able to be understood automatically while others may need to be processed first. Lewis and Hill (1993) add that speaking is a process that covers many things in addition to the pronunciation of individual sounds. Based on the definitions above, it can be concluded that speaking is a complex cognitive skill; speakers produce not only sounds but also a set of meaningful words and body language that can be understood by listeners either explicitly or implicitly.

There are a lot of activities that can be employed in a speaking class to keep the students actively occupied. Indeed, speaking class teachers have to know a lot about this since occasionally, a single activity lasts longer than was previously planned. Some categories are listed below:

1.      Controlled Speaking Activities

·         Interview Activities

·         Picture Activities

·         Playing controlled roles

·         Information-gap Activity

2.      Free Speaking /Free Role Play Activities

·         Simulation Activities

·         Discussion Activities

·         Performance Activities

·         Oral Reports 

The Team-Games-Tournament is one of the cooperative learning techniques that can be used to improve students’ speaking ability. In this technique the students are grouped in heterogeneous teams. According to Slavin (1995), the steps used for the Team-Games-Tournament technique are as follows.

1.      Introductory Class Presentation

In this phase, the researcher delivers the material for the day to the students, i.e. the activities they will be doing plus giving some motivation to ignite the students’ interest to study. This phase is basically teacher-centered but only takes a very short time, around 5-10 minutes.

2.      Team Division

In this step, the researcher divides the students into several teams, each with 4 or 5 heterogeneous students which means that the members of each team will be students with different abilities.

3.      Games

Now, the teacher distributes the prepared task. The student teams have to do the task which is presented in numbered pictures. The task will be to tell the story in the pictures orally. Each team takes a turn to present their story to the class. 

4.      Awards Group

Lastly, the researcher announces the best team i.e. the team with the best score. This should motivate the other students in the following meetings. 

As a teaching and learning technique, the Team-Game-Tournament has some advantages as mentioned by Sdayu (2014, p. 66) since (a) the Team-Games-Tournament technique initiates student-student verbal interactions, (b) it gives the students in each team motivation to solve the problems of their task together, (c) it encourages responsibility amongst students, (d) it increases motivation and desire to learn amongst the teams (e) it motivates the students to compete and (f) it creates a pleasant and enjoyable atmosphere in the class.  However, Sdayu (ibid, p. 67) also adds that the Team-GamesTournament also has some disadvantages in teaching-learning, such as it is time consuming since the tournaments can take up a lot of time. Also the  absence of students’ during the tournament sessions may disturb the whole members’ success in the tournament.

Thank you for reading. Much love, Yevi.

AN ENJOYABLE ENGLISH LEARNING

Assalamu’alaikum.wr.wb

Hello my dearest friends! Welcome back to my blog. In this time I would like to tell you some reason, why I choose one of journal to read, and also I would like to give some review of this journal. Happy reading ^^

Reason :

Before I tell the reason, you have to know the title about journal that I read. The title is “Improving English Speaking Ability Using the Team-Games-Tournament Technique”. After you read the title, how does it sounds? It is sounds interesting. Isn’t it? Yeah, me too. The reason why I choose the title is, because it is sound interesting and I want to know more about how this method is implemented for students in the class. Moreover, when people are afraid to learn English, with the team-games-tournament technique, it can increase the desire of someone to learn English and also it can creates a joyful, pleasant and enjoyable atmosphere in the class. Why do I choose speaking journals? Yeah, because speaking is one part of our daily life, and also it is important because speaking is the main basis of daily life as a means of interaction and communication.

Review :

This research was conducted at SMAN 1 Suka Makmur, Aceh Besar. The researcher chose this school because she had a lot of information about the achievements and the behavior of her students concerning their English. The subjects of this study were the researcher and the first year students at SMAN 1 Suka Makmur Aceh Besar and class X-2 in the academic year of 2015/2016. The researcher chose them because they are also English teacher who are basically knowledgeable about both English lessons and the principles of teaching it.

The Team-Games-Tournament is one of the cooperative learning techniques that can be used to improve students’ speaking ability. In this technique the students are grouped in heterogeneous teams. According to Slavin (1995), the steps used for the Team-Games-Tournament technique are as follows.

1.       Introductory Class Presentation

In this phase, the researcher delivers the material for the day to the students, i.e. the activities they will be doing plus giving some motivation to ignite the students’ interest to study. This phase is basically teacher-centered but only takes a very short time, around 5- 10 minutes.

2.       Team Division

In this step, the researcher divides the students into several teams, each with 4 or 5 heterogeneous students which means that the members of each team will be students with different abilities.

3.       Games

Now, the teacher distributes the prepared task. The student teams have to do the task which is presented in numbered pictures. The task will be to tell the story in the pictures orally. Each team takes a turn to present their story to the class.

4.       Awards Group

Lastly, the researcher announces the best team i.e. the team with the best score. This should motivate the other students in the following meetings.

There are also some advantages for this technique, as follows :

1.       The Team-Games-Tournament technique initiates student-student verbal interactions

2.       It gives the students in each team motivation to solve the problems of their task together

3.       It encourages responsibility amongst students

4.       It increases motivation and desire to learn amongst the teams

5.       It motivates the students to compete.

Alright my lovely friends, that’s all about my reason and review in journal of “Improving English Speaking Ability Using the Team-Games-Tournament Technique”. I hope you like it, and see you later. Much love, Yevi.

Wassalamu’alaikum.wr.wb