The Implementation of Modified Jeopardy! Game to Teach Speaking Descriptive Text toThe Seventh Graders of SMP Al-Islam Krian

Abstract

Abstrak

Berbicara adalah salah satu kemampuan penting dalam berbahasa yang harus dikuasai oleh siswa untuk mengungkapkan ide atau pendapat mereka secara verbal. Terlebih lagi, kemampuan berbicara lebih sulit daripada kemampuan yang lain karena berbicara terjadi saat itu jugadan secara spontan. Seringkali dalam berbicara, siswa merasa malu dan ragu untuk mengungkapkan pendapatnya. Di sini, guru perlu mengatur motivasi siswa agar tetap tertarik pada kemampuan berbicara. Modified Jeopardy! Game adalah sebuah teknik yang dapat digunakan untuk mengajar berbicara melalui media gambar. Permainan ini mempunyai empat tahap, yakni; persiapan, menayangkan gambar, diskusi, dan presentasi. Penelitian ini bertujuan untuk mendeskripsikan penerapan Modified Jeopardy! Game untuk mengajar berbicara teks deskripsi untuk siswa kelas tujuh, respon siswa terhadap permainan, dan hasil tugas berbicara siswa. Penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini menggunakan field note, kuesioner, dan hasil tugas monolog siswa sebagai instrumen penelitian untuk memperoleh data. Peneliti merekam penerapan Modified Jeopardy! Game dan mendeskripsikannya. Hasil deskripsi dijelaskan berdasarkan tiga objektif penelitian, yakni penerapan Modified Jeopardy! Game untuk mengajar berbicara teks deskripsi, respon siswa terhadap permainan, dan juga hasil tugas berbicara siswa. Setelah melakukan observasi, peneliti mendeskripsikan tiga hasil. Hasil pertama berdasarkan pada penerapan Modified Jeopardy! Game oleh guru. Tahap-tahap bagaimana guru menerapkan Modified Jeopardy! Game dan tahapan tersebut berjalan lancar. Hasil kedua yakni respon siswa terhadap Modified Jeopardy! Game dan menunjukkan respon yang positif. Hasil ketiga yakni hasil tugas berbicara siswa yang hasilnya terdapat banyak siswa berada pada level tinggi yang dianalisa dengan menggunakan ESL speaking proficiency yang mempunyai lima aspek yakni; pemahaman, kelancaran, kosa kata, pengucapan, dan tata bahasa. Tiap aspek berkisar antara 1-5. Sebagai kesimpulannya, Modified Jeopardy! Game dapat digunakan untuk mengajar berbicara teks deskripsi, khususnya siswa kelas tujuh sebagai pelajar pemula bahasa Inggris. Permainan ini dapat digunakan untuk mengatur motivasi siswa, karena langkah-langkahnya yang menarik.

 Kata Kunci: Modified Jeopardy! Game, Berbicara, Teks Deskriptif, Respon Siswa.

Abstract

Speaking is one of the important language skills that should be mastered by the students to convey their ideas or their opinion in spoken form. Moreover, speaking is more difficult than any other skills since speaking happens in real time and in a spontaneous way. Speaking process often makes students shy and reluctant to do. Here, the teacher is needed to maintain students’ motivation in order to keep students’ interest in speaking.

Modified Jeopardy! game is a technique which can be used for teaching speaking through pictures. It has four steps; those are preparation, showing the pictures, discussion, and presentation. This research is aimed to describe the implementation of modified Jeopardy! game in teaching speaking descriptive text to the seventh grade students, the students’ responses towards the game, and the students’ speaking task results.

This research is a descriptive qualitative research. It used field note, structured questionnaire, and also student’s descriptive speaking monologue task result as research instruments to obtain data. The researcher recorded the implementation of modified Jeopardy! and describe it. The description is explained based on three objectives of the study; those are the implementation of modified Jeopardy! game to teach speaking descriptive text , the students’ responses towards the game, and also the students’ speaking task results.

After observing, the researcher described three results. The first result was based on the implementation of modified Jeopardy! game the teacher applied. The steps how the teacher applied based on the theory and it was successfully done. The second result was the students’ responses toward modified Jeopardy! game and it generated positive responses. The third finding was the students’ speaking task results had many high level students which had been analyzed by using ESL speaking proficiency. It has five aspects; comprehension, fluency, vocabulary, pronounciation, and grammar. Each aspect ranges 1 up to 5.

In conclusion, modified Jeopardy! game could be used to teach speaking descriptive text, especially for seventh graders as beginner English learner. It could be used to keep students’ motivation in speaking because of its steps.

Keywords: Modified Jeopardy! Game, Speaking, Descriptive Text, Students’ Response