The Application of Game Based Learning to Increase English

Communication Skills on Mathematics Subject

Widya Adhariyanty Rahayu, Lilis Widayanti

STMIK Asia Malang, Malang, Indonesia

Keywords: Classroom Action Research, English Communication, TGT.

Abstract: English language has a crucial role in everyday life. English is as International language, not only use in daily

activity but also in world of work. Besides English, Mathematics is also important in daily life for logical

communication. In the teaching and learning English and Mathematics, the lecturers are still using

conventional way, so it made the students felt bored and did not pay attention. Because of that, the lecturers

needed a media and innovation in teaching and learning process. The application of English Math in teaching

and learning process is based on Teams Games Tournament (TGT). Through TGT is expected to increase the

students’ motivation to study English and Mathematics. This research conducted in STMIK Asia Malang with

30 Informatics students, the data sources are English lecturer and Mathematics lecturer. This research used

Classroom Action Research method with two cycle. The first cycle, the percentage of implementation of

learning is 56.89% in the enough category. While on the second cycle, the implementation action reached

84.67%, if converted, it is included in very good category. The success criteria of classroom action research

using TGT is the students are more motivated and confident to communicate in English.

1 INTRODUCTION

English as media of communication has a crucial role

in International communication. In STMIK Asia

Malang, teaching English is not an easy thing because

the main language used in everyday communication

is Indonesian and or Javanese language. In STMIK

Asia Malang, English is important to learn for

Informatics students because the language used in

computer is English. According to (Garg and Gautam,

2015), English is the language of science, computers,

medical and engineering fields. Knowing English

increases the chances of getting a good job in

multinational company within home country or of

finding work aboard. Language is also a supporting

media for mastering other fields of science. The

process of teaching English in STMIK Asia Malang

is only done in the first and second semesters by

teaching four skills at once which is speaking,

reading, writing, and listening. Therefore, mastery of

English requires a maximum teaching time, in each

semester English subject teach only once a week with

a duration of 2 x 50 minutes. The teaching is

maximized through the teaching of Mathematics

using English so that the students have more time in

learning English. It means that the students learn

English 3 times a week because the teaching and

learning Math subject is twice a week with a duration

2 x 50 minutes. Besides the problem of less optimal

in teaching time, the problem faced by the students in

learning English is the students do not actively ask

question in English because of fear and feel not

confidence in using English. Rahayu (2016) said that

in teaching and learning process, not only technology

but also motivation of the students will influence the

learning process. English communication needs

habituation in practicing, one of the way is

collaborating on English and Mathematic subjects,

because both of them are very important for

Informatics students.

Besides English, Mathematics also plays an

important role in STMIK Asia Malang because

Mathematics is the main foundation of Informatics

study programs in developing scientific and logical

communication. (Turgut and Temur, 2017) said that

from the social point of view, children's speaking,

getting feedback on their questions, communicating

with their friends and teachers have importance in

Mathematics learning. Through these two subjects,

the students are required to participate in the teaching

process to create a conducive and interactive learning

atmosphere. The problems faced by the students in

Rahayu, W. and Widayanti, L.

The Application of Game Based Learning to Increase English Communication Skills on Mathematics Subject.

DOI: 10.5220/0008412303670375

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 367-375

ISBN: 978-989-758-391-9

367

Mathematics courses are almost the same as English,

namely the students still feel ashamed to ask if they

find difficulties and the students are not confidence in

solving questions given by the lecturers. From those

problems, the activeness of students in English and

Mathematics subjects are still low. Another thing that

causes low students’ activity in the teaching and

learning process of English and Mathematics are the

lecturers are still using conventional way that is the

lecturers as the center of students’ attention in

learning a thing.

The conventional teaching and learning process is

done by the lecturers through explained the material.

Then, the lecturers gave example of the problems or

case studies. After that, the students solved the

problems given by the lecturers. Through

conventional learning model caused the students less

active because they felt bored with teaching method,

the students felt sleepy even the students did not pay

attention to the material being taught. In addition, the

factors that caused the students to be less active in the

classroom are the students were afraid to express their

opinions and did not feel confident in their English

skills.

With the problems faced by the students needed

media and innovation in teaching and learning

process so that the students are motivated in learning

a thing. According to Yulianti & Latief (2014), media

is the means of communication that sends the

message from the teachers to the students. While

Nugrahani (2017) said that good learning media can

increase students' motivation to learn, and play an

active role in learning. The application of English

Math in teaching and learning process is based on

games. Through teaching and learning process based

games is expected to increase the active participation

of English communication and motivate students in

applying English Mathematics. Abdul (2014) said

that yet, it is generally agreed that mastering

mathematics, natural sciences and language are three

essentials facilities students should have in order that

they can enjoy their lives. By having adequate

mastery on mathematics students will be able to solve

their problems in their daily life, such as: addition,

subtraction, multiplication, or and division. On the

other hand Abdul (2014) also said that by mastering

language, especially a foreign language like English,

the students will be able to accomplish various kinds

of communicative purposes. The implementation of

learning methods to increase students’ activity,

namely by cooperative learning model. Slavin (2010)

said that these types of cooperative learning include

Student Teams Achievement Divisions (STAD),

Teams Assisted Individualization (TAI), Jigsaw, and

Teams Games Tournament (TGT). All of types of

cooperative game are the same to focus on students’

interaction.

Teams Games Tournament (TGT) focused on

collaboration between group members to achieve

learning objectives in Mathematics subject using

English. Each student has the same opportunity to

achieve better learning outcomes because in one

group consists of various students’ abilities. They are

high, medium, and low. This is done to increase

students' motivation in communicating English and

Mathematics. (Dewi, Kultsum and Armadi, 2017)

said that therefore, teachers have to try to motivate a

good circumstance, encourage students to take part

actively and improve the quality of students'

communicative competence. In teaching and learning

process of TGT method used learning media to

increase the motivation of students. Using TGT

method in learning English Mathematics expected to

improve Mathematic communication and English

communication. (Oyedele, Rwambiwa and

Mamvuto, 2013) also said the provision and effective

use of media is what distinguishes a superior school

or college from an inferior one, and an effective

teacher from an ineffective one. So pleasant

educational media and method is very important in

the process of delivering lecturer’s material and will

help the students to motivate each other in improving

English Math skills.

2 METTHOD

In this study, the researchers used Classroom Action

Research (CAR) method. According to (Rohim,

2014), classroom action research is a reflective

process that helps teachers to learn and improve their

teaching practice. Khasinah (2013) concluded that

classroom action research is a method of finding out

what works best in an own classroom so the teacher

can improve students’ learning. Classroom action

research is done to make a change to a better direction

than ever for Mathematics and English, so that the

students will do the process of learning Mathematics

using English. Action research on this class is a

conducive method of innovative learning. This

method refers to the method developed by (Kemmis,

McTaggart and Nixon, 2014) use the cycle model.

The cycle model consists of four stages: planning,

acting, observing, and reflecting. The figure 1 explain

the four stages in the classroom action research cycle

developed by Kemmis, McTaggart & Nixon shown in

Figure 1.

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Figure 1: Stages in the classroom action research cycle

(Kemmis, McTaggart and Nixon, 2014).

This classroom action research conducted in two

cycles to solve the problems in teaching and learning.

The first cycle is consist of four stages. They are

planning, acting, observing, and reflecting. Likewise

in the second cycle, the second cycle is also consist of

four stages. They are re-planning, acting, observing,

and reflecting.

2.1 Planning

In the first cycle, in the planning phase is to plan the

initial focus of what will be taken to make a change

and to plan how to observe the changes, and how to

document and collect what evidence will be changed

and attitude taking as a solution by covering initial

observations, preparation of lesson plans and

preparing observation instruments. In this planning

phase, discussions hold with English lecturer and

Mathematics lecturer about class actions conducted

for the development of learning innovations in

English Math based TGT, determine the schedule of

implementation, make the lesson plans and student

worksheets, observation sheets, and test sheets.

2.2 Acting

The next stage after the planning stage is acting stage,

through acting will be done the implementation of the

action and observation of the students’ behaviour in

the implementation of action in accordance with the

planned lesson plan. The implementation of this

classroom action research is flexible and open to

change. In the acting stage, the students prepare to

carry out activities or actions in accordance with the

lesson plan. The action takes the improvement of

English communication skills based TGT in

Mathematics subject. The measure of the success of

this research is the completion of problems faced by

the students.

2.3 Observing

At the next stage is observing, in observing make

observations as a result or impact of action on the

students. Observations in the classroom do from the

beginning of the teaching or pre teaching activity to

the end of the action or post teaching activity using

observation instruments that have prepared. The

observing appraisal uses an instrument filled by the

observer as a research note. The purpose of this

observation is to observe how much learning strategy

used to solve the problems faced by the students. The

observers also interview the lecturers and the students

to get the data.

2.4 Reflecting

The next stage is reflecting, through reflecting

investigate and consider on the outcome or impact of

the action already performed. The results that exist

during the action process are discussed and evaluated

whether the action has been done as expected. The

results of the reflecting stage can do improvement

plan of the shortcomings in the previous cycle. If the

result in the cycle has not significant yet, the lecturers

would do the following cycle and give better action

in the next cycle.

2.5 Subject

The subjects of this research are 30 students of

STMIK Asia Malang in the second semester of

academic year 2017/2018 in the field of Informatics

study. While the data source of this research are

lecturer of Mathematics subject, English lecturer, and

the students of STMIK Asia Malang in Informatics

study program. This research has two types of data

are quantitative and qualitative data. The quantitative

data collected through assessment of English

communication skills. Qualitative data collected

through in depth interview to find the data from the

lecturers and the students. The classroom action

research instrument use an observation and

evaluation sheet. The observation sheet contain the

assessment of the students' English communication.

Brown (2000) explained some aspects to have a good

The Application of Game Based Learning to Increase English Communication Skills on Mathematics Subject

369

speaking skill, those are pronunciation, fluency,

vocabulary, and accuracy. Based on that explanation,

the researcher developed the aspect of English

communication skills based on the students’ need.

The questions on the observation sheet for the English

communication skills assessment shown in Table 1.

Table 1. Aspects of English communication skills

assessment.

No Aspects Assessment Criteria

Activity of

questioning

Actively questioning about the

material to the lecturer

Less actively questioning about

the material to the lecturer

Not actively questioning about

the material to the lecturer

2 Pronunciation

English pronunciation is

excellent

English pronunciation is good

enough

English pronunciation is lack

3 Fluency

English fluency is excellent

English fluency is good enough

English fluency is lack and

difficult to understand

4 Expression

The use of grammar is excellent

The use of grammar is good

enough

The use of grammar is lack and

obscure

5 Presentation

English presentation is excellent

English presentation is good

enough

English presentation is lack and

difficult to understand

Data analysis do descriptively quantitative. Data

obtained during the action research calculate through

percentage and analyse descriptively according to the

category of values as follows (Arikunto, 2012).

Cycle end value =















100

(1)

Table 2: Conversion table.

Value range Category

80-100 Very Good

66-79 Good

66-65 Enough

40-55 Less

30-39 Failed

3 RESULT AND DISCUSSION

The results of classroom action research were

conducted in two cycles to solve the problems faced

in the teaching and learning process. This research

used two cycles to compare results in the first and

second cycles. If in the second cycle the results

obtained are not optimal then class actions will be

corrected in the next cycle again. In the research of

(Aulyawati and Sujadi, 2016) about cooperative

learning, there are class actions for two cycles. The

two research cycles end when the specified indicator

has been reached. In this research, each cycle has

meeting twice a week with a time allocation of 2x50

minutes. Each cycle consists of 4 stages, they were

Planning, Acting, Observing, and Reflecting. In the

first cycle was done on May 30, 2018 and the second

cycle on July 4, 2018. The topic in the first cycle is

Real Number System.

3.1 The Steps of Cycle I

In the first cycle, the actions topic taken was real

number system with TGT method on May 31, 2018.

3.1.1 Planning

At the planning stage, the required equipment is the

Lesson Plan, materials, students’ worksheets,

observation sheets, and evaluation sheets. Methods

performed on this first cycle is games that aims to

improve the ability of English speaking students of

Informatics in Mathematics subject. The indicator is

the students are able to present and describe the Real

Number System using English.

3.1.2 Acting

Action activities at the acting stage is begun by

motivating students about the importance of learning

Math and English. The motivation is to provide

questions to the students about what the purpose of

learning Mathematics, English, and Mathematical

terms in English. This pre teaching activity was a

beginning activity before entered whilst teaching

activity of the action implementer. Whilst teaching

activity, the lecturer divide the students into 6 groups

and in each group consist of 5 students. The formation

of this group was determined by the lecturers on the

side-lines of teaching with the aim was in one group

has the ability of the students are heterogeneous. The

ability of the students in one group are low, medium,

and high. The students were given materials related to

the Real Number System. Then, the lecturer gave

games related to the material using TGT method.

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After the action, the students in each group were

required to communicate using English in accordance

with the given topics. The lecturers observed and

bridge the students’ activities when the students

found difficulties. At the end of the session or post

teaching activity, the students in each group were

asked to do a Mathematical presentation using

English. The lecturers provided an evaluation of the

activities undertaken by the students and guided the

students in concluding the learning materials that

have been done. The acting activities are presented on

Table 3.

Table 3: The teaching activities.

No Lecturer Activity Students Activity

1 Pre Teaching

The lecturer starts the lesson by greeting and

praying

The students answer the lecturers’ greeting and

praying

The lecturer checks the attendance of students The students respond the lecturer

The lecturer motivates to introduce the topic of the

lesson and motivates the students to ask the purpose

of learning

The students answer the questions of the lecturers

2 Whilst Teaching

The lecturer explains the material about Real

Number System

The students listen the explanation of the lecturer

The lecturer gives exercise related the topic The students do exercise related the topic

The lecturer divides the students into 6 groups that

consists of 5 students

The students make a group

The lecturer gives the case of the topic for the

students

The students solve the case through discussion on

their group

The lecturer divides the students to present the case

using English

The students on each group present the case in front of

the class

3 Post Teaching

The lecturer gives feedback The students listen the lecturer’s feedback

The lecturer guides the students to make conclusion The students make conclusion

The lecturer ends the lesson by praying The students pray.

3.1.3 Observation

During the teaching and learning process observed by

two observers of Mathematics lecturer and English

lecturer. The observers recorded what they heard and

saw in the stage of acting. The observers filled the

instrument as a research note. The purpose of this

observation is to observe how much learning strategy

used to solve problems faced by students. The

observers used the aspect of English communication

skills on Table 1. The average value of English

communication rate is 56.89%. The average of value

converted by conversion table on Table 2 was enough

category.

3.1.4 Reflecting

In the reflecting stage, there were some shortcomings

during the teaching and learning process that the

lecturers were still considered less motivating

students in teaching and learning process. There were

30 students in the class and this was because not all

students were given the opportunity to answer

questions about the importance of English Math

during pre-teaching activity. In addition, the lecturer

felt less in providing guidance to the students when

the students found difficulties to translate some

Indonesian vocabularies into English. The students

were still wrong in using grammar during English

presentations. This was because at the time of

explanation of Mathematics materials by the lecturer

of Mathematics, English lecturers did not participate

to remind the students how to use grammar for the

presentation of this TGT method. From those

problems, the researcher and the observer held a

discussion to solve the problems so that there would

be no obstacles faced during the next meeting on the

teaching and learning process.

The improvements were made in the second cycle,

the solutions were done by the lecturers to give more

opportunities for the students on pre teaching as the

students’ motivation, guided and bridge each student

who found difficulties during the presentation in

The Application of Game Based Learning to Increase English Communication Skills on Mathematics Subject

371

English so the students would feel helpful when

translated Indonesian into English.

3.2 The Steps of Cycle II

In the second cycle, the actions topic taken was

number of logarithms and modulo with TGT method

on July 4, 2018.

3.2.1 Planning

In the second cycle, the teaching and learning process

needed the improvements because there were existing

problems after implementing in the first cycle. The

lecturer provided opportunities for the students to

participate in pre teaching activity and improved the

ability of the lecturers to guide the students when

Mathematics presentation using English and

reminded them again about grammar so that the

students did not have difficulties in presentation. In

the second cycle, the things that must be prepared

were the Lesson Plan, materials, the students’

worksheets, observation sheets based on criteria of

English communication skills assessment, and

evaluation sheets. The method used in the second

cycle was also using the method of Teams Games

Tournament (TGT) with the aim to improve the

English communication skills of the students of

Informatics program in Mathematics subject so that

the students were able to communicate the language

of Mathematics using English. In solving these

problems, it is necessary to take actions that can solve

these problems. The existing problems in the first

cycle are showed in the Table 4.

Table 4: Existing problem.

No The existing problem

The students were less actively questioning about

the material because did not have the chance to

answer the lecturer’s question on pre teaching

activity

The students’ pronunciation is not all good enough

The students’ fluency is not good enough

The students still made mistakes in using grammar

The students found difficulties to translate

Indonesian in English when presentation

3.2.2 Acting

During the teaching and learning activity, the students

were motivate through video that related to Math and

English in everyday life. The purpose of this video

was the students were more focused in the learning

process. Then, the lecturer asked the students about

message of the video. Each student has an opportunity

to answer questions from the lecturer. Pre teaching

activity carried out in the second cycle before entered

whilst teaching activity of the action implementer.

Whilst teaching activity, the lecturer divided the

students into 6 groups, in each group consist of 5

students. The formation of this group was determined

by the lecturers with the aim that is in one group has

the ability of students who were heterogeneous such

as low, medium, and high. Before the students were

given material related to Number of Logarithms and

Modulo, the English lecturer reminded the students

about grammar material. It aims to facilitate the

students in grammar selection during presentation.

After the grammar material was finished, then the

Math lecturer provided games related to the material.

After that, the students in each group were required to

communicate in English according to the given topic.

The lecturers observed and bridge the students’

activities to minimize the students’ difficulties. At the

end of the session, the students in each group were

asked to do a Mathematical presentation using

English. The lecturers provided an evaluation of the

activities undertaken by the students and guided the

students in concluding the learning materials that

have been done. The acting activities are presented on

Table 5.

In whilst teaching activity, the students applied the

same method that is TGT. This aims to avoid the

students' misunderstanding of the method that have

been done in cycle I. In this second cycle, the students

are more focused because the students have already

understood the grammar that can be used during the

presentation.

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Table 5: Acting activities.

No Lecturer Activity Students Activity

1 Pre Teaching

The lecturer starts the lesson by greeting and praying

The students answer the lecturers’ greeting and

praying

The lecturer checks the attendance of students The students respond the lecturer

The lecturer motivates through playing video The students give message related the video

2 Whilst Teaching

The lecturer explains the grammar related presentation The students listen the explanation of the lecturer

The lecturer explains the material about Number of

Logarithm and Modulo

The students listen the explanation of the lecturer

The lecturer gives exercise related the topic The students do exercise related the topic

The lecturer divides the students into 6 groups that

consists of 5 students

The students make a group

The lecturer gives the case of the topic for the students

The students solve the case through discussion

on their group

The lecturer divides the students to present the case using

English

The students on each group present the case in

front of the class

3 Post Teaching

The lecturer gives feedback The students listen the lecturer’s feedback

The lecturer guides the students to make conclusion The students make conclusion

The lecturer ends the lesson by praying The students pray.

3.2.3 Observing

During the learning process using the method of

games with the topic Number of Logarithms and

Modulo performed by lecturers of Mathematics and

English. The role of observers in this cycle same as in

the first cycle. The observers recorded what they

heard and saw in the stage of acting in the second

cycle. The observers filled the instrument as a

research note to know how much learning strategy

used to solve problems faced by the students. The

observers used the aspect of English communication

skills on Table 1. From the learning process, the

average result of English communication skill

assessment based on evaluation sheet is 84, 67%,

from those percentage converted based on Table 2

with very good category.

3.2.4 Reflecting

After observing and observation phase in the second

cycle, the result in pre teaching activity was the

lecturers have given opportunity to each student to

answer questions from the lecturer as motivation.

Another result was that the lecturers has guided the

students who have difficulties in communicating

English language so that the students were able to do

the presentation well in accordance with the grammar

that must be used.

In this second cycle, the lecturers use the games

method of TGT with the topic of Number of

Logarithms and Modulo. This second cycle run better

than the first cycle, so that based on observations in

the first cycle of shortcomings during the learning

process can be improved in the second cycle. The

average assessment of the action of learning English

Math with TGT method can be seen in the Figure 2.

Figure 1: English communication skills on game based

learning in each cycle.

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373

Based on the Figure 2, it can be concluded that

there is an increase percentage in the second cycle.

The first cycle, the percentage of action

implementation of learning is 56.89%. When

converted, it is included in the category enough.

While in the second cycle, the implementation action

reached 84.67%, if converted, it is included in very

good category. Wyk (2011) found that the TGT class

showed better learning outcomes than the control

class. Besides that the attitude of the TGT class shows

positive values.

The lecturers and the observers reflected the

process teaching and learning to make decision. The

discussion did based on the observation sheet on

Table 1. The result of reflection in cycle II are the

students shown in Table 6.

Based on the Table 6, the students are more active

in giving question about the material because the

students felt confidence and comfortable if the

lecturers gave the motivation through watched the

video. In the cycle II, the video as motivation in pre

teaching successfully improved the students’

confidence to be brave in speaking because they got

more chance. The students’ pronunciation and

fluency is also good enough because the video played

is in English version. In the cycle II, English lecturer

played the role to explain and remind the students

about grammar so the students’ use of grammar

improved when they did presentation session.

The success criteria of classroom action by

using English Math games method is the students are

more motivated, confident, and actively participate in

English, students used grammar well, and students

did good presentation so it made them easier for the

students to communicate in English. These results are

also supported by the findings of (Veloo, Md-Ali and

Chairany, 2016), that the TGT type of cooperative

learning has an effect on mathematical

communication. Scores for mathematical

communication show higher in the TGT class.

Table 6. The existing result in cycle II.

No. The Existing Result

The students were more active in giving

question about the material

2 The students’ pronunciation is good enough

3 The students’ fluency is good enough

The students’ expression in using grammar is

good enough

5 The students’ presentation is excellent

4 CONCLUSIONS

The research conducted to solve the students’

problem related Mathematic and English. The

research used classroom action research method

through four stages. They are planning, acting,

observing, reflecting. This research was found that

the use of TGT, the students are more motivated,

confident, and actively participate in English,

students used grammar well, and students did good

presentation so it made them easier for the students to

communicate in English. From the result of

classroom action research can be concluded that there

is improvement of the students’ ability in

communicating English language. In the first cycle

obtained the percentage of action implementation of

learning by 56.89%. From the percentage, if

converted is including enough category. Some of the

things related to deficiencies in the first cycle

improved in the second cycle. The existing problems,

the students were less actively questioning about the

material because did not have the chance to answer

the lecturer’s question in pre teaching activity, the

students’ pronunciation is not all good enough, the

students’ fluency is not good enough, the students still

made mistakes in using grammar, and the students

found difficulties to translate Indonesian in English

when presentation. In the second cycle, the

implementation action reached 84.67%, if converted

is the excellent category. In the second cycle, the

students have started to be motivated and have better

English skills than the first cycle. The things that

made the students’ motivation rise was pre teaching

activity because the lecturer played video as

motivation to learn English Mathematics and also

English lecturer played the role to explain English

grammar that can be used in presentation of English

Mathematics.

ACKNOWLEDGEMENTS

The research team expressed gratitude to Directorate

of Research and Community Service-Directorate

General for Research and Development-Ministry of

Research, Technology and Higher Education who has

funded Research of Beginner Lecturer in fiscal year

2018.

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374

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