The Bingo Effect on English Speaking Ability

Ismalianing Eviyuliwati

, Syukri Agung Hasibuan

, Desi Nahartini

UIN Syarif Hidayatullah Jakarta, Indonesia

Keywords: BINGO game, speaking ability

Abstract: The objective of this study was to get the empirical evidence of the effect of using BINGO game on students’

speaking ability. The research method used was quantitative method through quasi-experimental design. The

samples were 76 students of SMP Negeri 178 Jakarta, who were taken by using purposive random sampling

technique. They were devided into two groups: 38 students of class 7.1 as the experimental class, and 38

students of class 7.2 as the control class. The data collection was done by giving pre-tests and post-tests, while

the data analysis was conducted by utilizing SPSS 22. The result of the study showed that the post-test mean

score of the experimental class was 76.97, while that of the control class was 73.21. It showed that there was

a significant difference between the two classes’ post-test mean scores. In addition, the hypotheses testing

found that in sig. 2-tailed (p) was 0.005 while alpha (∝) was 0.05 or p < ∝ , i.e. (0.005 < 0.05). It meant that

Hѳ (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Therefore, it can be

concluded that BINGO game gave significant effect on the speaking ability of the seventh grade students of

SMP Negeri 178 Jakarta.

1 INTRODUCTION

The mastery of speaking skill in English is a

priority for many second- language or foreign-

language learners. Richards (2008, p. 19) said that

“Learners often evaluate their success in language

learning as well as the effectiveness of their English

course on the basis of how much they feel they have

improved in their spoken language proficiency”. In

addition, Richards and Renandya (2002, p. 210)

emphasized that one of the central of the elements of

communication is speaking. In EFL (English as a

Foreign Language) teaching, thus, speaking needs

special attention and instruction.

However, the fact that English is only taught once

or twice a week in Indonesian Junior High Schools,

with the target of mastering all the language skills,

makes English teachers need to equip themselves

with a technique of teaching speaking which is

effective. Learned from the previous study done by

Dewi et.al. (2017), the use of communicative games

in English classes proved to be effective and was able

to improve the students’ speaking skill. In particular,

a game called BINGO, was reported to be succesful

in improving students’ vocabulary (Jia-Jiunn Lo &

Fang-Li Tseng (2011); Rosidi & Faliyanti (2014);

Herlina (2015); and Puspita & Losari (2016)), in

enhancing students’ grammar knowledge (Saadilah &

Adawiyah), in improving students’ pronunciation

(Pui Kuet Poh (2015)), and in increasing

comprehension (Weisskirch (2009)). Since

vocabulary, grammar, pronunciation and

comprehension are English components needed to

build the speaking skill (Harmer, 2007, p. 343), the

writers believe that Bingo game is also worth to use

in teaching speaking. Therefore, this study attempted

to find the effect of Bingo game on the students’

speaking ability.

1.1 Limitation of the Study

The study was limited to the effect of using Bingo

game on speaking ability of the students of SMP

Negeri 178 Jakarta in the Academic Year of

2016/2017, especially on describing people.

2 LITERATURE REVIEW

2.1 Speaking

There are some important aspects or elements that

learners need to concern when speaking. As Harmer

(2007, p. 343) mentions the five elements needed in

Eviyuliwati, I., Hasibuan, S. and Nahartini, D.

The Bingo Effect on English Speaking Ability.

DOI: 10.5220/0009928802750283

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 275-283

ISBN: 978-989-758-458-9

275

speaking: pronunciation, grammar, vocabulary,

fluency, and comprehension.

According to Harmer (2003, p. 269) explaining

the ability in English, likens the elements produced in

oral production, such as:

1. Language features

a. Connected speech: in modified (assimilated)

connected, omitted (elision), added

(connected r), or attenuated (through

contraction and stress pattern) speech. This

activity aims to improve speaking skills so a

student must be included.

b. Expressive devices: native speakers of English

change the tone and stress of certain parts of

speech, change the volume and speed, and

display it in other physical and non-verbal

ways (paralinguistic) to find out how they feel

in terms of face-to-face interactions. This

expressive device is used as a contribution in

conveying meaning.

c. Lexis and grammar: provide various phrases

that have different functions for example agree

or disagree, (I think so, of course, I doubt (/

know /), I'm afraid ...), express surprise (I was

surprised ... , I don't believe it ...), shock

(you're kidding ... ... you're kidding ...), or

approval (I allow you ...)

d. Negotiating Language: The language of the

negotiator is used to find out the structure

according to what is said and find clarification.

When listening to other people talk, we need

clarification to understand. This is needed by

students, such as asking questions about some

names or words that are not understood when

spoken by others.

2. Mental / Social Processing The success of

speaker productivity depends on the speed of

processing that speaks of needs

a. Language processing: language processing

discusses the taking and assembling of

words in the right order syntactically and

propositionally.

b. Interacting with other people: to be able to

speak effectively must listen a lot,

understand the feelings of others, and other

people to do it.

c. (In place) information processing: regardless

of our response to feelings, we must also be

able to tell them once we get it.

Moreover, Nunan (2003, p. 32) also adds some

indications of successful speaking:

1. The ability to articulate phonological features of

the language comprehensibly;

2. Mastery of stress, rhythm, intonation patterns;

3. An acceptable degree of fluency;

4. Transactional and interpersonal skills;

5. Skills in taking short and long speaking turns;

6. Skills in the management of interaction;

7. Skills in negotiating meaning;

8. Conversational listening skills (successful

conversation need good listeners as well as good

speakers);

9. Skill in knowing about and negotiating purposes

for conversations;

10. Using appropriate conversational formula

and filler.

2.2 BINGO Game

The Bingo Game is an holistic, experiential

strategy which provokes personal reflection

(Coco.et,al, 2001:3). Furthermore, Richardson

(2007:334) in Puspita & Losari (2016, p. 384)

mentioned that Bingo is one of the most popular of all

games, playing vocabulary Bingo also lets teachers

work with words in a relaxed atmosphere. Bingo is

also an excellent game to play as a review. Most of

the students enjoy the competition and participate

enthusiastically. Bingo can be played in any content

area. It has modified to educate the learners by using

Bingo game as the alternative way to teach

vocabulary.

According to Police (2014:16) in Puspita &

Losari (2016, p. 385), Bingo game means a specific

game of chance played with individual cards having

numbered squares ranging from one to seventy five,

in which prizes are awarded on the basis of designated

numbers on such cards conforming to a

predetermined pattern of numbers. As other game,

this game also has a chance and it has repealed

numbers at random and players mark the numbers on

the card that has been provided.

Furthermore, Remko (2014:1) in Puspita &

Losari (2016, p. 385) states that Bingo is an

incredibly fun game to play in group. It is very easy

to play and it can help to rehearse anything from

language vocabulary to math and historical facts.

Besides this game is a fun game to play it also

reinforces the language vocabulary and it is suitable

for learners who learn the language process.

2.3 BINGO Design

Coco et. al. (2001, p. 4) explains that to adjust

Bingo for our purposes we need to devise questions

to which students would be able to answer ‘yes’ or

‘no’. If ‘yes’ they would mark off a square on their

record sheet, if ‘no’ they would not do anything.

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However, to make the game elicit more

productive skill, especially speaking, we can ask the

students to explore the question from every square of

the Bingo board with further related questions. The

teacher may adapt the instruction/s based on the

objective of learning being achieved or the topic

being completed over the game. In the following is an

example of a BINGO board/Card/Worksheet created

by the writers of this study.

Figure 1. Bingo Board/Card/Worksheet

2.4 Teaching English using BINGO

Game

Wright, et.al. (2006, p.1) stated that “game is an

activity which is entertaining and engaging, often

challenging and an activity in which the learners play

and usually interact with others”. That is why a game

is suitable to apply in English classes, especially in

developing speaking ability.

In most studies, Bingo game has been used to

promote vocabulary learning. According to

Richardson (2007, p. 332) in Puspita & Losari (2016,

p. 387) the steps in playing vocabulary Bingo are as

follows:

1. Students make a Bingo card from a list of

vocabulary items. (The game works best with at

least 20 words.) Students should be encouraged

to select words at random to fill each square.

2. The teacher reads definitions of the words aloud,

and the students cover the word that they believe

matches the definition. (It’s handy to have the

definitions on 3-by-5-inch cards and to shuffle

the cards between games.) The winner is the

first person to cover a vertical, horizontal, or

diagonal row.

3. Check the winner by rereading the definitions

used. This step not only keeps everyone honest

but serves as reinforcement and provides an

opportunity for students to ask questions.

Moreover, there is a procedure of Bingo game

according to Silberman (1996, p. 26). The steps for

Bingo game are as follows:

1. Each student is given a Bingo card (also

known as "Bingo board" or "Bingo

worksheet") containing a grid of squares. Each

square in the grid is printed with a different

word.

2. The teacher, playing the part of Bingo caller,

reads out the definition for a word. The

students then attempt to find the matching

square on their Bingo card, and if they find

it, cover that square with a counter.

3. The process of teacher reading out definitions,

and the students trying to find matches

continues until one student achieves a winning

pattern (for example a line of five countered

covered squares - although the definition of a

winning pattern can be varied) and calls out

"Bingo !"

Puspita & Losari (2016, p. 386) modified the

procedure of Bingo game for teaching vocabulary as

follows:

1. The teacher prepares the material.

2. The teacher gives the material to the students.

3. The teacher gives some pictures while

learning process. And then the students have

to understand the vocabulary and memorize

it.

4. The teacher divides the students into some

groups and prepare list of words.

5. The teacher gives a Bingo card to the group.

(The game works best with at least 20

words).The students should write the English

vocabulary at random to fill each square with

the blank space in the middle of the card.

6. The teacher or one of student reads

definitions of the words aloud about every

two seconds or so, and ask the students to

cross the word that they believe matches with

the definition. Do not repeat it and once the

students do not listen to the teacher

vocabulary he/she will lose it. The winner is

the first group to cover a vertical, horizontal,

or diagonal row and shout Bingo.

7. Check the winner by rereading the definitions

used and ask the students to correct it by

themselves. This step not only keeps

everyone honest but serves as reinforcement

and provides an opportunity for students to

ask questions.

For the sake of this study, the writers modify the

Bingo procedures for teaching speaking as follows.

1. Procedures for the teacher:

The Bingo Effect on English Speaking Ability

277

Distribute one Bingo card for every

student,

Be close to the students to make sure each

student make at least one move of

questioning and one move of answering,

Be close to the students to make sure the

students add further question/s after having

the YES or NO answers from their friend/s,

Give a reward for the winner/s.

2. Procedures for the students:

a) Use English only during Bingo game

playing,

b) Pick up a question randomly from the

Bingo card and move around the class to

find a friend to answer the question,

c) If s/he answer “YES”, continue asking

her/him using WH-question related to the

previous question from the Bingo card,

e.g: the Bingo card question is : “Is an only

child” and your friend answers YES. You

should ask further question like “What do

you feel being an only child?”

d) If s/he answer “NO”, still you have to

continue asking her/him using WH-

question related to the previous question

from the Bingo card, e.g.: the Bingo card

question is : “Is an only child” and your

friend answers NO. You should ask further

question like “How many brother and

sister do you have?”

e) Write down your friend’s name who

answers YES in the question box of your

Bingo card. Do not write anything on

your Bingo card if your friend answers

NO.

f) Move around the class to ask more

questions until you get 5 YES answers

which can form a row in your Bingo card

either in vertical, horizontal, or diagonal

ways.

g) Shout BINGO!! When you have got 5 YES

answers forming a row on your Bingo card.

You are the winner!!

After doing the Bingo game, the students can use

the data they obtained during the game, which

consisted of the classmates’ names and their

characteristic/s according to the YES answers the

students written on the Bingo cards. For example,

“Fanny is a girl who loves flowers. However, she is

allergic to cheese. And so on.” Those data can be

useful to train the students to build a descriptive

paraghraph, particularly in describing people. Later,

the students should present it orally since the purpose

is teaching speaking.

2.4.1 Previous Studies

Dewi, et. al. (2017) reported that the use of

communicative games in English classes can improve

the students’ speaking skill. Trough a two-cycle

Classroom Action Research, they succeeded in

improving the students’ mean score in speaking from

60.42 to 69.02 in Cycle 1 and improved again up to

78.77 in Cycle 2. The observation and questionnaire

results also showed that communicative games had

given a positive improvement and good influence on

students’ participation, confidence, and fluency in

class.

In addition, there were so many studies on the use

of Bingo games in teaching English. Most of them

were in teaching vocabulary. One was in teaching

grammar, another was in teaching pronunciation, and

the other one was in increasing comprehension.

One of the studies of the use of Bingo game in

teaching vocabulary was done by Puspita & Losari

(2016). The objective of this research was to know

whether there is an influence of using Bingo game

towards students’ vocabulary mastery at MTs N 2

Bandar Lampung. Through quasi experimental

design, the study resulted in the conclusion that there

is a significat influence of Bingo game towards the

students’ vocabulary mastery. The second study was

done by Jia-Jiunn Lo & Fang-Li Tseng (2011). They

applied digital game-based learning for English

vocabulary learning of students in Taiwan. In

particular, they used the concept of Bingo game to

develop an online multiple-user digital game-based

learning system for English vocabulary. This study

integrated learning activities and game play to design

an online multiple-player Bingo game for English

vocabulary. As a result, learners compete

synchronously on the internet. Taking the advantage

of games’ characteristics, learners’ motivation could

be effectively enhanced to improve their recognition

of English vocabulary. The third was a Classroom

Action Research at the 2nd grade students of Primary

School of PGSD Laboratorium in Setiabudi South

Jakarta done by Herlina (2015). The research

investigated whether the implementation of Bingo

game could increase students’ mastery of English

vocabulary. Using the model of Kemmis and

McTaggart, this classroom action research was

conducted in two cycles to 20 students. The

observation sheet was also used to record the

activities of the teacher and the students when they

were playing Bingo game. The result of this research

showed a significant increase in vocabulary mastery

score after the application of Bingo game. The

fourth, the Bingo game was combined with Scrabble

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to teach vocabulary to a Senior High school students.

Through a true-experimental research design, Rosidi

& Faliyanti (2014) proved that Bingo game gave the

students opportunity to identify the word

interestingly.

Another study of Bingo game was in teaching

preposition of time and place at the Seventh Grade of

MTsN Astambul conducted by Saadillah &

Adawiyah. By obtaining the data through

observation and pretest-postest, the study showed that

there was a significant difference between the

experimental and the control class in the ability of

using preposition of time and place (at, in, on).

The next is the study of Bingo game in teaching

pronunciation. Pui Kuet Poh (2015) conducted an

action research on the use of Emoji word slide and

Bingo game to improve pronunciation of long vowel

/i:/ among Year Four pupils of an Elementary School

in Malaysia. The participants were five pupils with

average English proficiency. The Emoji word slide

was designed with the Emoji visual that corresponded

to the lip shape in producing the long vowel /i:/.

Through observation and interviews, it was known

that Bingo game was considered fun and facilitated

the assessment of pronunciation. Finally, the findings

showed that Poh had improved his teaching and his

participants had also improved their pronunciation of

long vowel /i:/.

Last but not least, a study reported that the Bingo

game was able to increse students’ comprehension.

Weisskirch (2009) from California State University-

Monterey Bay conducted a research on “Playing

BINGO to Review Fundamental Concept in

Advanced Courses”. The subjects of the study were

92 university students rated before and after

understanding a developmental psychology theory.

Weisskirch modified the Bingo game as the activity

to increase the students’ comprehension. The finding

revealed that the students rated the exercise as

academically challenging, helpful to learn concepts,

and not a waste of time.

The first study discussed in the beginning of this

section has shown a positive effect of games on

speaking. Moreover, the next seven studies reviewed

above showed that Bingo game had given positive

effect on the students’ vocabulary mastery, grammar,

pronunciation, and comprehension. It is, therefore,

for the writers of the current study to build a believe

that Bingo game would also give a positive effect

on teaching speaking. The believe is based on the

theory as mentioned by Harmer (2007, p. 343) that

there are five elements needed in speaking:

pronunciation, grammar, vocabulary, fluency, and

comprehension. In consequence, since many studies

reported the positive effect of Bingo game on those

elements of speaking, the writers believe it will also

give a high possibility that Bingo game has a positive

effect on students’ speaking ability.

2.5 Research Hypotheses

The hypotheses of this study are expressed as

follows:

 Hѳ: There is no significant effect of Bingo

game to students’ ability on speaking about

describing people.

 Ha: There is a significant effect of Bingo

game to students’ ability on speaking about

describing people.

3 METHOD

This research was a quantitative reasearch using a

quasi-experimental design. The population of the

study was the students of SMP Negeri 178 Jakarta in

the Academic Year of 2016/2017. The samples were

taken using purposive random sampling and obtained

76 students of class 7.1 and 7.2. Class 7.1 was decided

to be the experimental class, and class 7.2 was the

control one.

The instruments of the study were pre-tests and

postests of speaking about describing people. During

four-time treatments, class 7.1 was taught speaking

about describing people using Bingo games, while

class 7.2 was taught using drilling technique.

Afterwards, both classes were given post-tests of

speaking about describing people again. The data

obtained were then analyzed through the normality

test, the homogenity test, the t-test (hypotheses

testing), and the last, the effect-size test.

4 FINDINGS

4.1 Test of Normality

As one of the requirements to process the data, the

writers initiated by calculating the normality test. The

aim of the normality test was to know if the data were

normally-distributed.

Table 1. Normality of the Pre-test

The Bingo Effect on English Speaking Ability

279

Table 1 showed that p > α (0.404 > 0.05) and

(0.052 > 0.05), which meant that the pre-test data in

this study was distributed normally. The scores of p

can be checked through the Sig. in the table of

Shapiro- Wilk. Meanwhile, due to the amount of the

subject was less than fifty so the Kolmogorov-

Smirnov columns were not used.

Table 2. Normality of the Post-test

Table 2 showed that p > α (0.205 > 0.05) and

(0.358 > 0.05), which meant that the post-test data in

this study was distributed normally as well, based on

the Shapiro-Wilk.

Next, the histograms of the frequency distribution

of the pre-test and post-test scores of the experimental

and the control classes as the details for the normality

test are also presented. See Figures 1 up to 4, which

showed that all data were normally-distributed.

Figure 2. The frequency distribution of the pre-test

(Experimental Class)

Figure 3. The frequency distribution of the pre-test (Control

Class

)

Figure 4. The frequency distribution of the post-test

(Experimental Class)

Figure 5. The frequency distribution of the post-test

(Control Class)

4.2 Test of Homogeneity

After conducting the normality test for both

groups, next the homogeneity test was done. It aimed

to test the variance homogeneity between Y variable

score which was categorized based on the similarity

of X score. The results of this test are put in the

following tables 3.

Table.3

It can be seen from Table 3 that the associated p-

value (0.367) is more than the declared level 0.05 or

(0.376 > 0.05). This meant that the variances are

equal across the groups (the experimental and the

control groups).

Table. 4

From the table above, it can be seen that the

significance score on 0.193 was higher than the

declared level 0.05 or (0.193 > 0.05). This meant that

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280

the variances across the two groups were similar to

the population.

4.3 Testing the Hypotheses

In order to check whether there was a significant

difference in the result of the pre-test and the post-test

after the treatments were implemented, testing the

hypotheses was done by using SPSS 22.

First, the mean scores of the experimental and

control classes were input to the SPSS. Next, the

significance value or alpha (α) was determined, i.e.

5% or 0.05.

Tabel. 5

Table 5, labeled “Group Statistics”, described the

statistical results of the experimental and control

classes. As for the symbol in the calculation, 1 stood

as the symbol for the experimental class, and 2 for the

control group. N was the total of the subject data,

which were 38 from group 1 and 38 from group 2.

Mean was the average score of each group which was

taken from the post-test scores. Specifically, 76.9737

was the mean score of group 1, and 73.2105 was the

mean score of group 2. It meant that the mean scores

of the experimental and control group were

significantly different.

Tabel. 6

Table 6, labeled “Independent Sample Test”,

showed the statistical hypotheses of this study. Based

on the table, it was obtained that in Sig. (2-tailed), the

p score was 0.005, in which it was lower than the

determined significance value 0.05. As the result, it

can be seen that p < α; (0.005 < 0.05), which meant

that null hypothesis (HѲ) was rejected and the

alternative hypothesis (Ha) was accepted. It can be

concluded that there is a significant effect of using

Bingo game on students’ speaking ability,

especially in describing people.

4.4 Test of the Effect Size

The following formulation was used to see the

effect size level of this study. As the formula below:

Based on the criteria above, it can be concluded

that this study had large effect size. This can be seen

from the d score reached by the data, which was 0.87.

of all statistical tests (the normality test, the

homogenity test, the t-test /hypotheses testing, and the

effect-size test) which were all supportive.

The mean score of the experimental group was

found 3.76 higher than that of the control one. It had

been obvious that the students taught speaking

through Bingo games had received positive effect of

The Bingo Effect on English Speaking Ability

281

gaming, like what Wright (2006) stated that “game is

an activity which is entertaining and engaging, often

challenging and an activity in which the learners play

and usually interact with others”. The Bingo games

had succeeded in creating a good atmosphere for the

students to speak a lot. It also managed to lower their

hesitation to speak up.Moreover, the findings of this

study are also in line with the previous related studies

on the use of Bingo game in improving some

elements of speaking: vocabulary, grammar,

pronunciation, and comprehension. Bingo game was

reported to be succesful in improving students’

vocabulary mastery (Jia-Jiunn Lo & Fang-Li Tseng

(2011); Rosidi & Faliyanti (2014); Herlina (2015);

and Puspita & Losari (2016)). Besides, Bingo game

can also enhance students’ grammar knowledge,

especially on the use of preposition of time and place

(Saadilah & Adawiyah). In addition, Bingo game has

also improved students’ pronunciation (Pui Kuet Poh

(2015)). Furthermore, Bingo activities in the class can

increase students’ comprehension (Weisskirch

(2009)).

From the point of view of game positive effect to

speaking ability in general, this study also conformed

to the studies conducted by Dewi et.al. (2017). They

reported that using communicative games improved

the students’ speaking skill. The 2-cycle classroom

action research that they conducted was able to

improve the students’ mean score from 60.42 to

69.02 in the first cycle, and reach up to 78.77 in the

second cycle. Besides, other research instruments like

observation, interview and questionnaires had

managed to obtain the students’ perception over

communicative games of having good influence on

students’ participation, confidence, and fluency in

class.

Finally, the statistical results of the calculation

of the current study had proved that the Null

Hypothesis, which stated that there is no significant

effect of Bingo game on the students’ speaking ability

was rejected, and the Alternative hypothesis, which

stated that there is significant effect of the Bingo

game on the students’ speaking ability was accepted.

Furthermore, the effect size of 0.87 had fallen into the

criteria of large size effect. Therefore, Bingo game

had definitely given significant effect to the speaking

ability of the students, especially in describing

people.

5 CONCLUSION

Based on the findings of the study, it can be drawn

a conclusion that Bingo game had given significant

effect to the speaking ability of the students,

especially in describing people. It was proved by the

statistical calculation of t-test through SPSS 22 that in

Sig. (2-tailed), the p score was 0.005, in which it was

lower than the determined significance value 0.05. As

the result, p < α or (0.005 < 0.05), which meant that

Null Hypothesis (Hѳ) was rejected and the

Alternative Hypothesis (Ha) was accepted. In other

words, there is a significant effect of Bingo game on

students’ speaking ability, especially in describing

people.

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