USING RULE OF THREE INCORPORATED IN COMMUNICATIVE LANGUAGE GAME TO ENHANCE STUDENTS’ SPEAKING ABILITIES AT SMP MUHAMMADIYAH 7 PACIRAN GRADE 8TH A

Malik, Abdul (2023) USING RULE OF THREE INCORPORATED IN COMMUNICATIVE LANGUAGE GAME TO ENHANCE STUDENTS’ SPEAKING ABILITIES AT SMP MUHAMMADIYAH 7 PACIRAN GRADE 8TH A. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Keywords: Speaking skills, communicative language game, guessing games, rule of three. This research aims to enhance 8th-grade students' speaking skills at SMP Muhammadiyah 7 Paciran by using communicative language games, specifically the "Rule of Three." Classroom action research (CAR) was the chosen methodology, involving 19 students. The research was conducted in two cycles, each consisting of planning,action, observation, and reflection, denoted as cycle I and cycle II. The findings of the study demonstrate that the integration of communicative language games, including the strategic use of the "Rule of Three," significantly contributes to the improvement of speaking skills among the students at SMP Muhammadiyah 7 Paciran. The research involved two cycles, with the pre-test scores showing an initial average proficiency of 50.4 among students before the implementation of communicative language games and the "Rule of Three." The first cycle focused on describing objects in three sentences, but students exhibited hesitancy in posing questions and presenting in class, reflecting discomfort with practical application. During Cycle 1, students continued to struggle with speaking, showing stuttering and unclear sentences, accuracy issues, and difficulties in comprehending spoken language. Some students were perplexed by the topic of dream jobs, possibly contributing to their passivity. Post-test results after Cycle 1 showed modest improvement but still fell short of the desired threshold. Thus, Cycle 2 was initiated, with a new thematic focus on describing favorite animals and additional rounds of communicative language games. Cycle 2 brought tangible improvements, particularly in fluency, student engagement, sentence pronunciation, and comprehensibility. Post-test scores reached 73.2, meeting the benchmark, indicating increased understanding, expanded vocabulary, and enhanced learning outcomes. The introduction of supplementary rounds in the guessing game was particularly fruitful, reinforcing the effectiveness of communicative language games in the learning process.

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