The Application of “the Mystery Guest Game” to Enhance the Students English Verbal Communication of Grade X-1 of SMA Pabelan in 2010/2011

This classroom action research was carried out due to the students' low achievement in the verbal performance. There was a question whether the application of “The Mystery Guest Game” could increase the students' skill in communication. The purpose of this research was (1) to increase the students' skill in their verbal communication, (2) to increase their interests in learning the language. After having finished the research for 2 cycles, the result was gained as follows. At the cycle I, the students' performance showed 41 sentences during 21 minutes. It means in 21 minutes students could ask 41 recorded questions during the class observation. The rate is 1.95. At the second week the rate showed 2.58 which show an increase of 32%. At the third week, the rate shows an increase of 83% compared to the second performance. At the cycle II, the increase of student's performance showed 15% or of 5.45 compared to the third week of the cycle I. The students' performance at the second week increases to 6.95 or 27.6%. At the third week the students performance increase to 160 sentences or 4.60% compared to the second week. The students' responses based on the questionnaires show that 85% students were interested in the teaching and the game is the main reason. The percentage of performance was 77%. Those evidences showed that “The Mystery Guest Game“ increased students' interest in English during the teaching game.


Introduction
It is a public secret that graduations of high school students in Indonesia have low proficiency in spoken English though on the level of casual dialogues. This case may be traced back to many factors underlies it.
First, the National suggested syllabus exposes few kinds of finding such as: (a) the limited classrom teaching hours on the syllabus, 4 hours each week, is still distributed for other skills, listening, reading and writing. Although there is a flexibility of teaching topics in arranging teaching items in the syllabus, the four skils can not be left; (b) at the National Examination, the major material being tested is reading with 35 items while listening is just 15 items. Second, it was found out over the past experience that teachers having insufficient techniques of teaching prefer using textbooks. They thought that textbook teaching was more practical and saving time. Such kind of attitudes may mislead the concept of teaching language : teachers tend to teach the language not teaching students to communicate.
Third, DQRWKHU SUREOHP LV WKH VWXGHQWV ¶ PRWLYDWLRQ 6WXGHQWV ZKR DUH highly motivated tend to learn more and initiate to acquire the language better than the less motivated ones /DQJXDJH WHDFKLQJ DQG OHDUQLQJ WKHRU\ VD\V WKDW WKH VWXGHQWV ¶ OHDUQLQJ will be successful if it is run in the relaxing situation. It means the classes are free from stress, anxieties and bullying. As a result, students as members of the class community will feel secured to express their learning competencies (Krashen in Brown, 2007: 323). Hence, teaching techniques using games played on televisions such as Tak-tik-boom, Tebak lagu, Berpacu bersama Melodi, Pesona Tiga Belas or ,Satu Melawan Seratus have the positive aspects of creativity, challenging , and increasing the solidarity among friends. This activity will reduce tension and stress, in the other way round encourage the spirit of members of the team during playing the game.
³ The Mystery Guest Game´ LV WDNHQ IURP WKH WHOHYLVLRQ JDPH ,W LV perfomed in group of 2, 3 or more. The duties of group members are to collect data or information of certain people or subjects. The members have to get the information by asking the referent. The subject being asked in the JDPH LV FDOOHG ´WKH P\VWHU\ JXHVW´ DQG the referents are the students who know all data of the mystery guest. The referents have only one tone answer,

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Based on the above description, the research focuses on the efectivity of using ³ The Mystery Guest Game´ to enhance students abilities in the English classsroom and the impact of the game on students interest and classroom atmosphere.

Research method
This action research was conducted at SMA Negeri 1 Pabelan, Kab

Teaching preparation
The topic of this cycle was the family tree.The mystery guest for cycle 1 was from the following reading text slightly adopted from lembaga bahasa LIA, entitles All About People , Basic I. It excerpts as follows: +L , ¶G OLNH WR WHOO \RX DERXW P\ IDPLO\ /HW PH VWDUW ZLWK P\ grand parents: they are Robert and Betty. My granpa is 95 and grandma is 94 years old.They live together with us in a big house called the Roberts. It is situated in the country side.
Our grandparents have two sons, my uncle and my father. My uncle who is two years older than my father is named Paul. He got married with Sandra in 1987.
They have a daughter and a son. They are Michael and Michel. Michael is a firefighter and his sister is a nurse. We have two daughters and two sons. Our first daughter is 16 years old. Her name is Alicia. Jimmy is two years younger than Alicia. Our second daughter, inda is about twelve years old. Peter, our second son is 10 years old. He is the naughtiest. Among of them. However, we love him so. We are so happy and proud of our extended family and we will keep it that way.

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There were several activities for teaching preparation, such as planning teaching-learning process, deciding the topic, preparing the lesson plans, providing teaching aids, developing teaching scenes such as making small group works (3 or 4

Classroom activities
In the early teaching, the teacher introduced a short passage about a certain family. Students were required to listen to the text being dictated. The text exposed the family members including their names and its relationship.
After the first listening, the teacher distributed the blank family tree diagram.
Then the teacher repeated the dictation of the text, while the students filled up the family tree diagram. After finishing the job, the teacher gave students the text to check the answer. The text showed more or less similar to the above example in Basic I.
The key success of catching the mystery guest is by asking general to more specific questions, for examples: asking the ages, followed by the On the first and second week, there were not any students asking more than 4 questions per minute. On the third week there were 2 students asking more than 4, the rest of them, the majority, only asking 1 ± 2 questions. On the teaching learning process of the second week, there were 7 students on the fair group who asked 3 -4 questions, while the passive group decreased to 12 students. On the third week there were 2 students belong to the active group, 6 students on the fair group, and the rest, 14 students on the passive group. The result of their performance can be observed on table 1.  One of the weaknesses of the first cycle was too many people joined in one group, while the time location provided to ask questions was very limited. In another case, the management of grouping and its job description was not good, hence, one student dominated the group.

Teaching preparation
BaseG RQ WKH ZHDNQHVV RI VWXGHQWV ¶ SHUIRUPDQFHV LQ &\FOH WKHUH were some improvements for teaching steps. These improvements included not only the limiting members of each group, tKH WLPH GXUDWLRQ IRU VWXGHQWV ¶ performances but also giving more detailed job description for the members of group.
7KH JDPH ¶V UXOHV for cycle 2 presentation were also different: (1) Every group had one minute to carry out their presentation; (2) Every group had chances 3 times for trial presentation using their hand out, after that they had to practice without it; (3) ³7KH P\VWHU\ JXHVW´ VKRXOG OLYH LQ RQH RI countries in Asia, Europe, America, or Africa such as enlisted on the table below; (4) The questions should address to the names of continents, nationalities, or languages; (5) The winner was the group that its members asked most questions in one minute On the second week almost all students could ask more than 4 questions in one minute (21 students or 95%). The whole sentences were counted totally to 153. It means that one student could ask 6,95 or between 6 to 7 sentences per minute. There was only one student remained less active on the second week. It was Adi.    Those above answers of students were not supported by the answers of questions 2, 4, and 5. The students complained with WKH WHDFKHU ¶V technique of teaching in the classroom.
The answer of sixth question shows that the students got difficulties to raise question in the game. Contrastly, In the classroom activities, there were only 8 students (36%) had problems of making questions because they were shy and a bit nervous. The rest of them, 64% could answer well.
When the questionaire (question no. 7) asked them whether something disturbed them on the process of the teaching, only 2 students DQVZHUHG ´yes" because of being fooled down by other friends and 19 students found no difficulties to play the game.
54% students answered that they did not like that subject. 46% answered that they like English because they need English to get job, it is International language and they want to be able to communicate with expatriates.

Conclusion and suggestion
Based on the above research study, it was concluded that the DSSOLFDWLRQ RI WKH ´0\VWHU\ *XHVW *DPH´ LQ WHDFKLQJ (QJOLVK SURYHG XVHIXO in enhancing the students English verbal communication of grade X-1 SMAN 1 Pabelan. Eventhough the students had poor performance in Cycle 1, they got significant improvement in Cycle 2. The teaching learning process recorded by a camera showed that the students responded positively: they reacted, shouted, laughed and clapped their hands to show enthusiasm.

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English. The game provided the students competition, group work, and relax atmosphere WKDW GHFUHDVHG VWXGHQWV ¶ DQ[LHWLHV. It contributed to the students confidences in communication.
Based on the conclusion, hence this finding is worth to all language practitioners, teachers and tutors. Any kinds of language games when they are managed well, they will contribute to language learning. In addition, this finding shows that games make students enjoy the class and encourage students to speak more productively. It is also wise to say that the school or education institutes should teach and facilitate their students to run language games in their curriculum or provide more references or educational software to develop this so good skills.