IMPROVING STUDENTS SPEAKING SKILL USING TOSS AND TELL US AT

SEVENTH GRADE OF SMPN 3 DOLOPO

By : KAWITAN DIAN LUNGIT

122108223
PBI B 2012

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA
PONOROGO
TAHUN AJARAN 2015/2016
 CHAPTER I
INTRODUCTION

A. Background of Research

For many years, English has been considered as an international language. Almost

all the people from many different countries around the world use it to communicate. The

area of English has always become a special interest. Its because of the importance of

English in any scope of our lives. Today, the first international language is English, and in

this globalization era, millions of people want to improve their English speaking or to

ensure that their children achieve good English speaking. Its because English speaking is

one of the ways to communicate.

Communication is an essential need for human being. Language as a means of

communication has an important role to reveal an intention to someone else. Since

language is a means of communication, it is not enough for students to learn words,

phrases and grammatical feature if they want to produce language in their daily

communication or to interact with other in English. There are four skills in teaching and

learning a language : listening, speaking, reading, and writing, but out of the four skills,

speaking seems intuitively the most important.

Many factors can cause the problem of the students speaking skills, among other

the students interest, the material, the media, and technique in teaching English. In

generally, the teacher teaches the students by traditionally. Sometime,They get

difficulties in using English when their teacher ask them to come in front of the class to

speak, such as to describe something, to introduce, or to make a dialogue with their

 friends.That is one of the problems faced by students of the seventh grade of SMPN 3

DOLOPO.
That is why the researcher an alternative way to create suitable and interesting

techniques to students condition. They need any practices to assists them in developing

their speaking ability. It can be done by Toss and Tell Us. Toss and Tell Us is a basic

componen of speaking skills.

Based on the background above and the difficulty that was faced by students in

junior high school in speaking, the researcher concerned to find out whether game could

significantly increase the students speaking skill through the research entitled

Improving Students speaking skill using Toss and Tell us game at seventh grade of

SMPN 3 DOLOPO.

B. Problem Identification

In line with the background of the research, researcher shows the problem which can

be identified as follows:

1. How are the students speaking skills?

2. How does the teacher teach the English language?
3. How can the teacher use Toss and Tell Us Game?
4. How is the students response when learning speaking using Toss and Tell Us Game?
5. Is there any improving of using Toss and Tell Us Game in teaching speaking?
C. Research Objective

The objective of this research was to find out whether there is an improving

students speaking skill using toss and tell us game.

D. The Significances of the Research

1. For the Student
a. It is hoped to be able to create more enjoyable and meaningful learning for the

students.
 b. This research is expected to give the motivation for the students in speaking

English.
c. This research is expected to make the studentsbrave in speaking English.
2. For the Teacher

This research is expected to give the inspiration for the teachers in practice the

teaching class especially for English language.

3. For the Intuition

a. The result of the research is hoped to be additional data for the school and for head

school in improving education quality and quantity learning English in school.

b. This research is given the experiment to the school, because the school is the place

of the research.

CHAPTER II

THEORETICAL FRAMEWORK

2.1 Speaking

2.1.1 Definition of Speaking

 Speaking is an effective and efficient way used in real communication. It is

impossible if someone understands English in written but he or she does not

understand the productive abilities, especially speaking. So, speaking is one of four

skills which has important role in daily life, even as a main skill in communication

among human beings. Moreover, speaking is a productive skill in which speaker

produces and uses the language to express sequence ideas and at the same time he

tries to get the idea or the message. In this situation, there is a process of giving or

transpiring, encoding and understanding the messages.

In general, people do the communication in spoken form prior in written form.

Beside of that, we know that there are four skills of English. In addition, it divided

into two groups, the productive and receptive skill. Speaking is productive skill.

From those definitions, the writer makes conclusion that speaking is an activity used

verbal and non-verbal symbols to express speakers idea and felling to the listener in

variety of context. It support by the definition of speaking in Bailey book (2005:2) as

follow:

Speaking is an interactive process of constructing meaning that involves

production and receiving and processing information. but is often
spontaneous, open-ended, evolving, but it is not completely unpredictable.

2.1.2 Function of Speaking

Speaking functions make the people do more activity in their dailylife. In

teaching speaking, it is necessary to be aware of the different function of speaking it

self. In daily activity the communication has the different purposes that needed by
 the students. The different purposes and function require the different approach and

method.
According the statement above, there are three functions of speaking which

cites by Richard in his book as follows:

1) Talk as Interaction

This refer to the conversation and describes interaction among the people,

thus it serves a primarily social function. The main features of talk as interaction

can be summarized as follows:

a) Has a primarily social function

b) Be formal or casual
c) Uses Reflects role relationships
d) Reflects speakers identity
e) May conversational conventions
f) Reflects degrees of politeness
g) Employs many generic words
h) Uses conversational register
i) Is jointly constructed (2008:21-27).

2) Talk as Transaction

Talk as transaction refers to situations where the focus is on what is

said or done. The main features of talk as transaction are:

a) It has a primarily information focus.

b) The focus is on the message and not the participants.
c) Participants employ communication strategies to make them understood.
d) There may be frequent questions, repetitions, and comprehension checks, as

in the example from the preceding classroom lesson.

e) There may be negotiation and digression.
3) Talk as Performance
 The third type of talk that can usefully be distinguished has been called talk

as performance. This refers to public talk, that is, talk that transmits

information before an audience, such as classroom presentations, public

announcements, and speeches. The main features of talk as performance are:

a) There is a focus on both message and audience

b) It reflects organization and sequencing
c) Form and accuracy is important
d) Language is more like written language

2.2 Definition of Game

In teaching learning process of second foreign language, including the

learners should be given how to learn English and the teacher should be able to create

interesting situation so that the students can learn and understand the materials
Although some teachers of English see language games as time consumers or

classroom techniques for fun, games have a special role in any foreign language

teaching becausee they facilitate foreign language learning especially for children.

With the introduction of communicative language teaching, English language

teaching and learning has become much more demanding for teachers and

learners just like any other innovation poses challenges for its users.

2.3 Concept of Toss and Tell Us

This activity accesses linguistic knowledge from memory in oral mode and provides

students with practice in reading short sentences aloud to the class. This practice is
 achieved through understanding and speaking in response to short directives covering a

variety of subject. Students who are not participating have an opportunity to learn

information. For example, the answers to the short directives so that when their turns

come they will be able to answer fluently.

Procedure of this game :
1. Select a student at random to roll the dice.
2. Have that student roll the dice to obtain a number from the roll of dice sheet.
3. Then ask the student to choose a classmate, select answer A,B, or C from the roll of

dice sheet, and read it to the selected classmate.

4. Then, selected student responds, If the student cannot responds, have the first student

read another one of the three items (A, B, or C).

5. If the student again cannot respond, read the third choice.
6. Should the student still not be able to respond, that student loses this turn. Have the

first student roll again and select a new student to answer.

7. Have the selected student respond and the turn his/her back to the class.
8. Then, have the class vote on the performance as follows: Thumb up = excellent,

thumb horizontal = satisfactory, thumb down = needs improvement.

9. Count the tallies and report the scores orally to the selected classmate.

10. Have the student who rolled the dice pass them to the student who responded, who

then selects another student at random and the activity continues.