THE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA

THE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA Genggam Prayudha Wiradini English Education Departement, Faculty of Language and Art, State University of Surabaya genggampw@hotmail.com Ririn Pusparini, S.Pd., M.Pd. English Education Departement, Faculty of Language and Art, State University od Surabaya rrn.puspa@gmail.com Abstrak    Speaking mengambil peranan penting dalam pembelajaran Bahasa Inggris dan harus dikuasai oleh siswa dengan baik. Sebelumnya, beberapa siswa berpendapat bahwa speaking adalah aktifitas yang berat karena mereka merasa susah untuk menata kata-kata secara langsung. Oleh karena itu, dibutuhkan guru yang mempunyai kreativitas and cara yang sesuai untuk menyampaikan materi agar kemampuan speaking siswa menjadi baik    Pada penelitian ini, “Murder Mystery Game” sebagai teknik yang disarankan kepada guru untuk membantu siswa agar tertarik aktifitas speaking di kelas. Sebagaimana Erzos (2002) berpendapat bahwa game dapat digunakan untuk memberikan banyak praktek pada komunikasi. Penelitian ini mengacu pendeskribsian implementasi “Murder Mysteru Game” pada pengajaran speaking teks narrative untuk kelas delapan dan juga untuk mengetahui kemampuan siswa berbicara setelah pengimplementasian game ini.    Penelitian ini menggunakan deskriptif kualitatif. Subyek pada penelitian adalah kelas delapan di SMP Negeri 21 Suarabya di kelas VIII-A. Data pada penelitian adalah hasil darpada observasi, catatan lapangan, transkrip siswa dan questionnaire. Datanya dianalisa secara deskriptif untuk menjawab pertanyaan-pertanyaan penelitian. Hasil penelitian memperlihatkan bahwa implementasi game ini berada segaris dengan tujuh langkah-langkah pada pembelajaran speaking. Hasil transkrip siswa memperlihatkan bahwa siswa dapat berbicara lebih baik karena pengimplementasian “Murder Mystery Game”. Selebihnya, aktifitas guru berada segaris dengan prinsip-prinsip pengajaran speaking. Berdasarkan hasil-hasil tersebut, dapat dilihat dari nilai siswa, pengimplementasian “Murder Mystery Game” dapat membantu siswa berbicara secara narrative. Dan sebaliknya, kemampuan siswa berbicara juga terlihat baik. Kata Kunci: speaking, narrative text, game, murder mystery game   Abstract Speaking takes an important role in learning English and it should be mastered by the students well. Yet, some of the students consider that speaking is difficult activity because they feel difficult to arrange the words naturally. Thus, it needs the teachers who have creativity and appropriate ways to deliver the material in order to improve the students’ ability in speaking.    In this study, “Murder Mystery Game” as a technique is considered to the teachers to help them to make an interesting activity speaking class. As Erzos (2002) states that games can be used to give practice many types of communication. This research aims to describe the implementation of “Murder Mystery Game” in speaking of narrative text for the eighth graders. It also aims to know the students’ ability in speaking after the implementation of this game.    This study is descriptive qualitative research. The subject of this research is the eighth graders in SMP Negeri 21 Surabaya at class VIII-A. The data in this research are the result of observation, field note, students’ transcription, and questionnaire. The data are analyzed descriptively to answer the research questions.    The result of the observation showed that the implementation of this game was in line with seven stages in teaching speaking. The result of the students; transcription showed that students can speak more active by the implementation of “Murder Mystery Game”. Moreover, the teacher’s activity was in line with principles of teaching speaking.    Based on those result, the implementation of “Murder Mystery Game” helped the students to speak in Narrative. It could be shown in the students score. Meanwhile the students’ speaking ability showed better. Keywords: speaking, narrative text, game, murder mystery game.         INTRODUCTION There are four basic language skills that should be practiced by people, there are; listening, speaking, reading and writing. These four basic skills are categorized into two, receptive and productive. Among these four skills, speaking is one of the productive skills that aim to communicate with others in spoken words, and it is very important in daily communication. It is supported by Herbert (1977:56) that “speaking is a basic of human activity”. In communication, people put ideas into words talking about perception, feeling and intension. Mastering the art of speaking is the single most important aspect of learning a second or foreign language and success measured in terms of the ability to carry out the conversation in language (Nunan, 1977:56). Speaking skill also takes an important role in learning English. In learning English as a foreign language, especially for junior high school, students get difficult to have conversation on a topic that they know little about (Baker and Westurp, 2003:5). Most of the students consider that speaking is difficult activity because they have to arrange words into good sentences and they feel ashamed if somebody figures out the grammatical mistakes. In addition, Mafruchah (2009) states in her thesis that “in the speaking activity, students of junior high school still get difficulties in expressing ideas. They are afraid seemed reluctant in front of their classmates because of their mistakes and if the teacher asks the students to practice, they prefer to keep silent”. It is happens, because the students do not have their self confidence and lack of motivation from the teacher who sometimes chooses uninteresting materials in the learning process. To gain the students’ interest in the speaking activity, it needs the teacher who was able to choose an interesting topic which is familiar to students’ speaking materials and set up a real life condition in order not to make the students get bored. As Sauvignon (1980:34) in her book says that the importance to the learner’s progress in variety of activities in which the students can use language in the real situation which created by the teachers and can avoid students’ boredom. Furthermore, the teacher should create an active speaking class atmosphere, stimulate students’ motivation, likeness, curiosity, develop students’ acquisitions in learning English, as well as should be creative enough to implement a technique in order to make her or his students enjoy and comfortable with the activity in learning process. There are many kinds of techniques that can be used in the speaking class, there are: role play, discussion group, debate, games and so on.  All of them represent strategies for providing the emotional involvement necessary for authentic interaction in the classroom (Sauvignon, 1976: 41). One of the techniques that seems to encourage the students’ speaking ability is game. Halliwell says that, “Games provide an opportunity for the real language use” (1992:6). Wright as cited by Kenongo (1983:1) states that games also help and encourage many learners to sustain their interest and work. From these statements, it can be said that games mostly enjoyable and fun for students. In addition, students are encouraged to express themselves freely in the language from the beginning through experiences and games which provide them with framework for spontaneous, communicative creation (Rivers, 1978:6). It means that by using and playing the games, students will be free to express their ideas without feel afraid to speak something and make mistakes. “Murder Mystery Game” is not a new game and usually played by the teenagers of Western people at the end of dinner party activity. As Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from problem-solving games and role play games because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher. By using this game, the students are demanded to interact with the members of the group and speak freely in longer utterances on the topic given The advantages of this game are the students can interact and share opinion among the member of the group and also the teacher can observe the students’ speaking ability from each group. Moreover, based on the standard competence 2006, narratives deal with problematic events which lead to a crisis or turning point of some kinds, which in turn finds a resolution. “Murder Mystery Game” seems appropriate for students in learning speaking narrative text because the contents are orientation, complication and resolution. Depdiknas (2006: 35) states that the function of narrative text is to entertain. Hopefully, by the implementation of “Murder Mystery Game”, there will be any encouragement of students’ speaking ability in the classroom.   Based on the background of the study above, the research questions are formulated as follows: 1.2.1           How is the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya? 1.2.2           How is the students’ speaking ability toward the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya? 1.2.3           What are the students’ responses in the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eighth grade students of SMP Negeri 21 Surabaya?     Speaking Speaking is a mean of expressing or delivering opinions. People communicate through an oral expression to get much more information. According to Bailey (2003: 48) speaking is the productive skill that people use to communicate orally. In learning a foreign language, speaking skill is as important as other three skills. Agustien (2004: 6) also says that naturally speaking, people learn spoken language first before they learn written version.  It means that, speaking plays an important role in order to communicate with others, especially speaking English because nowadays English is considered as an International language. David as cited by Kenongo (2010: 7) “there are generally five components recognized in the analysis of the speaking process: (1) Pronunciation, including the segmental features, vowels, consonants, stress, and intonation patterns; (2) Grammar; (3) Vocabulary; (4) Fluency, the ease and speed of the flow of the speed; (5) Comprehension. However, the students should not to master all of the language components but they can improve their language components by practice speaking. In addition, River (1970: 35) states that “students of a new language will not learn to speak fluently by hearing speech in class, since speaking skill involves active participants on the part of students”. So the teacher should activate the speaking class and give the opportunities to the students to practice their speaking as much as possible.   Game One useful technique to encourage language acquisition is using language games. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games, which usually are defined as a form of play concerning rules, competition, and an element of fun (Deesri, 2002). Games also help the teacher to create context in which language is useful and meaningful. Of course, in this case, the teacher should be careful to make the games enjoyed by young learners and at the same time some language items are learned. Brown (1985:317) states that games involve: 1. Rules which must be followed 2. Competition between individuals or teams 3. Determination of a winner if teams of players are part of the games plans, cooperative learning as well as competition can result. The game also has many advantages. They make the students more easily to understand the teacher’s instruction, strengthen the students’ understanding of the context of learning.   Kinds of Games According to Hadfiled (1987), “language games can be divided into two further categories: Linguistic games and communicative games. Linguistic games focus on accuracy, such as applying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Hadfield (1987) also classifies language games into many more categories as follow: • Sorting, ordering or arranging games: For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store. • Information gap games: In such games, one student has access to the information which is not held by the other student, and this student must acquire the information to complete the task successfully. Information gap games can involve a one-way information gap or a two way information gap. • Guessing games: In these games, someone knows something and the others must find out what it is. • Matching games: As a name applies, participants need to find a match for a word, picture or card. • Labeling games: These are form of matching game, in that participants match labels and pictures • Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery. • Role play games:  The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated. Role play can involve students playing roles that they do not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.   Narrative Text According to 2004 English curriculum (Depdiknas, 2004b: 3) the structure of narrative comprises Orientation (sets the scene and introduce the characters), Complication (a crisis/ problem arises), and Resolution (the crisis is resolved for better or worse). Narrative is a familiar type of communication to entertain the listener and the reader with a real or fiction experience. Some types of narrative are fairy stories, mystery, science, fiction, horror/ scary, fable, adventure, romance, and etc. Narrative also has some characteristics based on its linguistic features (Depdiknas, 2004a: 6), those are: Specific participant and individual participant In the narrative text that tells chronological story consist of orientation, complication and resolution. In this word, narrative text shows the specific participant or individual participant. It means event that happens with repetition of the participant in the sentence. Many action verbs (material process) A sentence is consisting of subject, verb and object. In this case, narrative text often uses many action verbs, such as the word walk, run, etc. Verbal process and mental processes sometimes used in the narrative text. The example of verbal process is the word say, tell, etc. The mental process includes the word believe, know, etc. Using past tense In narrative text uses past tense because the story was happened. So the event of the story is not related with activity now. The time signals usually used in narrative text are: once upon a time, yesterday, ago, etc. Using linking words related to time Linking words are used in the narrative text that they do with time such as then, when, one day, etc. So the text seems chronological story because it introduces orientation then complication and finally the participants solve it that is called resolution. Descriptive language Descriptive language means a text that tells to the objective. In this case, the author grows the listeners’ imagination. So he or she can descript the event of the story, such as the word good, bad, beautiful, etc. Using pronouns The pronouns (I, he, she, and they) are often used in the narrative text. In this case, it is easy for the reader to understand the text because of the pronouns is mentioned. Using illustration to support the text. To support the text is needed the illustration. It can help the students to understand the text easily. Moreover it is interesting when the teacher can stimulate the students to feel and imagine the story.   Anderson and Anderson (1998: 3) as cited by Widyastiningrum states that narrative text also has some text organizations or generic structures and language features that should be fulfilled in constructing the text, that is:   Generic structure of narrative text: First, an orientation in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. Second, a complication that sets off a chain of events that influences what will happen in the story. Third, a sequence of events where the characters react the complication. Fourth, a resolution in which the characters solve the problem created in the complication. Fifth, a coda that provides a comment or moral based on what has been learned from the story (an optional step).   Language features of narrative text: First, there are nouns that take the role to identify the specific characters and places in the story. Second, adjectives that provides accurate descriptions of the characters and settings. Third, verbs that show the actions that occur in the story. Fourth, time words that connects events, telling when they occurred.     Murder Mystery Game As the writer stated in the previous chapter before that Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from “problem-solving games” and “role play games” because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher. However, as Schneider and Kortuem (2005) state that “Murder Mystery Game” is the combination between multiplayers with Live-Action Role-Playing (LARP) games. Multiplayer games are based on social interactions as the key feature contributing to the players’ enjoyment. In the other hand, LARP games are the variants of boards’ games that need a real people to play the role. When these games are played with the real people, it will increase the interaction among the members of the players and they remained rare until recently.   Implementing “Murder Mystery Game” in Teaching Speaking Narrative   Pre-Activity: Step one:           Explain to the class that we are going to play a murder mystery game. Everyone will be a character in the game and one of them is the murderer. Give them the background information Step two:           Define a class into a group and each group consists of 5 until 7 students. The main character cards all contain clues to working out the mystery. For bigger groups use the supplementary cards (they contain no real clues) or for groups of fourteen or more, split the students into two groups and play the game as a competition to see who can work out the mystery first. Give each student a character card. They need to read and memorize the information. The aim is to act out the game, become the character and not to just read the information from the card. At this point answer any questions students might have about their character.   Whilst Activity: Step three:           Hand out the worksheets, explain to the class they need to collect information about everyone who was at the party and fill any relevant information on the sheet. At this point go over key vocabulary: alibi, motive, and clue. Step four: This stage is a mingling activity with students asking questions and collecting information. Monitor the language used at this point and correct where necessary.   Post Activity: Step five: When the students have spoken to everyone who was at the party, have them go back into their original groups. Take back the character cards. Using the information they have collected, the students try to work out who killed the victim and why they did it. This part of the lesson usually leads to some lively discussion, most students will quic