PROPSAL THESIS BAB II "THE APPLICATION OF IDENTIFYING GAMES IN TEACHING SPEAKING AT FIFTH GRADE OF SDN II WATUBONANG, BADEGAN, PONOROGO IN THE ACADEMIC YEAR 2016/2017"
Wednesday, September 19, 2018
CHAPTER II
REVIEW OF LITERATURE AND FRAME OF THOUGHT
REVIEW OF LITERATURE AND FRAME OF THOUGHT
1. The Definition of Identifying Games
One of the earliest question-answer sequence to be used will be the identifying What’s / that? It’s a..... First the teacher will ask and answer the questions, and then the pupils will answer in the same way. But not much opportunity for a game arises until the pupils are encouraged to ask the questions too. It is essential that they shoud get as familiar with question-patterns as with the patterns of answer or statements. So, often one finds that the pupils are uncertain in their use of questions, and the reason is always the same the teacher has ask questions but they have not. Identification games consisting of questions and answer can begin early in the course. (W.R. Lee, 1965:14)
Based on the definition above, the writer is able to take conclusion that identifying games are able to increase the student’s speaking skills because the students will be active to conversition with the teacher and their friends.
2. The Kinds of Identifying Games
The types and number of variations of identifying games are:
a. Pupils in turn hold up or touch or point to objects or other pupils
The game is most easily played with two teams. If there are four teams and room enough, it is best to have two games in progress simultaneously. Those who answer is incorrect, the questioner or perhaps another pupil from the same team ask another question. A point may be scored for every correct question and answer.
b. Hidden Objects
A guessing game brings extra variety to this work. Any small objects of wich the names have been learnt can be put, unseen by the pupils, on tray and covered by newspaper or cloth. Pupils from different teams then came out, feel them, and going to questins and answer.
c. Who is it?
Where there is space, the familiar Blind Man’s Buff can easily be made use of to give elementary pattern practice. The game can be played by groups of ten or fifteen pupils, and most easily out of doors. An unsuccesful Blind Man must not be allowed to continue too long, and the players must be instructed to keep within a certain area, preferably small.
d. Unfinishsed Drawing
The teacher draws a few objects simply on the board. Then he rubs out some of the essential lines in the sketches, goes back to one of the picture and says, as if puzzled.
e. Is it?
The teacher thinks of objects and persons the class know the names of, and pupils ask questions. The first to ask the right questiont takes the teacher’s place, but must whisper to the teacher what he or she thougt of. Suitably elaborated, this game can be played at almost any stage. Pupils may each ask question in turn, or the teacher ( or pupil being questioned ) may name those with their hands up. A pupil may be quesioned by members of another team only and point scored according to the number of questions asked (e.g. one point for a guess after only five questions, etc): there should be a frequent change from one team to another, to keep the whole class active.
f. One pupil goes out
The class chooses an object or person in the classroom or visible in a picture. The returning pupil touches or points to things and asks questions.
g. Wrapped object
A number of pupils stand facing the class with their hands behind their backs. The teacher puts small wrapped objects into every pupil’s hands. Each pupil has to feel what he has and say what it is. As soon as all have guessed, they unwrap their objects in turn and show them to the class.
h. One player from each of two teams goes out.
These two players between them decide on an object or person, return to the room, and joint the opposite teams, by whom they are asked questions (possibly restricted to the yes no type). The first team to find out the answer is the winner.
i. Spider and fly
The teacher or leader pretends to be spider, curves her fingers like tentacles, and puts on an angry expression. The children are flies, who may be eaten up if they do not answer correctly.
3. Definition of speaking
Speaking is the productive skill in the oral mode. It like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngprgrm/SpeakingSkill.htm, diakses 27 Mei 2013
Speaking is a productive skill. It cannot be separated from listening. When we communicate we convey the message, which is meaningful. It comes from the meaning, which is expressed in the form of speech act. In teaching speaking teachers should know the concept of speaking, the element of the sound for instance phonemes because it seems the teachers still find difficulties in pronouncing them based on the classroom observation during the upgrading and it is important for teachers to pronounce correctly since they should be a good models for their students.
The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. http://www.nclrc.org/essentials/speaking/goalsspeak.htm, diakses 27 Mei 2013.
Based on the definition above, speaking is what we say to communicate with another, and we get it from what our heard from another people.
4. Kinds of speaking
There are three kinds of speaking situations in which we find ourselves:interactive, partially interactive and non inteactive.
Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood.Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast.
B. Review Of Related Studies
Based on the case will describes are the students interested in identifying games in teaching speaking. Speaking very important in life and in the world, because if the students can improve their speaking i beleive that the student to be able competence in their academic and social. They should try to learn many important thing in the english language like pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation
C. Frame of Thought
1. Speaking is important skill in the language study. If the learners study the language they must able to speak well in the target language.
2. In teaching and learning process, the teacher should apply the appropriate method, technique and game.
3. Identifying games can be applyed to the students’ skill aspecially speaking.
