THE EFFECTIVENESS OF TIC-TAC-TOE GAME IN TEACHING SPEAKING AT MTS IHYAUL ULUM CANGA’AN

Mayawati, Nathania Adiratna (2026) THE EFFECTIVENESS OF TIC-TAC-TOE GAME IN TEACHING SPEAKING AT MTS IHYAUL ULUM CANGA’AN. Undergraduate (S1) thesis, UNIVERSITAS ISLAM NEGERI SYEKH WASIL KEDIRI.

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Abstract

Mayawati, Nathania Adiratna. 2024. The Effectiveness of Tic-Tac-Toe Game in Teaching Speaking at MTs Ihyaul Ulum Canga’an. Thesis. English Education Department, Faculty of Education and Teacher Training. State Islamic University Syekh Wasil Kediri. Advisor: (I) Dr. Ary Setya Budhi Ningrum, (II) Dr. Sri Wahyuni, M.Pd. Keywords: Tic-Tac-Toe Game, Speaking Skill, Teaching Speaking, Quasi-Experimental, Junior High School. This research was motivated by the low speaking proficiency of EFL students, often caused by limited vocabulary, lack of confidence, and the use of monotonous conventional teaching methods. This study aims to measure the effectiveness of the Tic-Tac-Toe game as an instructional method in teaching speaking skills on eighth-grade students at MTs Ihyaul Ulum Canga'an. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The sample consisted of 37 students, divided into an experimental group (Class VIII A, n=19) taught using the Tic-Tac-Toe game, and a control group (Class VIII B, n=18) taught using a conventional discussion method. Data were collected through pre-test and post-test speaking performances, assessed using an analytical rubric adapted from Brown (2004), covering pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics and ANCOVA to control for initial ability differences. The findings revealed that the experimental group's mean score increased from 69.53 in the pre-test to 77.74 in the post-test (a gain of 8.21 points), while the control group's mean score rose from 63.83 to 67.00 (a gain of 3.17 points). The ANCOVA analysis confirmed a statistically significant difference between the two groups after controlling for pre-test scores, F(1, 34) = 24.507, p < .001, with a large effect size (partial η² = .419). This indicates that 41.9% of the variance in post-test scores was attributable to the game-based treatment. In conclusion, the Tic-Tac-Toe game proved to be a significantly more effective method for teaching speaking compared to discussion methods. It successfully created a low-anxiety, engaging, and motivating learning environment that encouraged students to speak more spontaneously and actively. It is recommended that English teachers integrate this practical game into their instructional method to foster better oral communication skills.

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