CHAPTER I

INTRODUCTION

In this chapter the researcher presents the background of the problem, the indentification of
the problem,the limitation of the problem, the formulation of the problem,the objective of the
research, and the significance of the research.

1.1. Background of Study

Speaking second language of foreign language is far from simple.In fact, speaking especially
in language other than our first language is quite complex productive oral skill which involves
using the diffrent characteristic of language. Nunan (2003) states that since a century ago,
language aquistion research has influenced the way people think about how humans learn to
speak. Recently, people has come to a conclusion that human do not learn element of language
and then put them together in conversation.Instead, children who acquire the second language
learn the element by intreract with people.

This realization has interesting implications.If teachers believe that people learn language by
interacting,learner should interact during leasson.Since student learn through interacting,leasson
should consist of opportunities to communicate in the target lamguage. In this case,teacher have
to emphasize how student comunicate when they speaking in english language.

The fact that teaching and learning english at schools hasn’t achieved the goal yet. Many
schools tend to give more attention on teaching reading or vocabulary.Besides,the teacher still
uses dialouges in which the students only read and than practice the dialouges with their reind at
teaching speaking in the school. Quite a few teachear teach using games or other interasting
activities during the leasson.Because of thoose fact,it is obvius that the teaching and learning of
english have failed to make student have good speaking ability.The student are often confused
and don’t know what to say when someone speaks in english to them.

Everyone knows that most people like playing games because it is an interasting activity for
people,both children and adult.These problem above show that any teaching technique using any
from of games might be very interasting for students.That is why it is the requerement for
educators,especially teacher to be skilful in choosing and aplying an appropriate technique.It is a
really important thing in achieving the intructional objectives in the teaching and learning
process.According to Brewster and Ellis (2002;27) games aren’t only motivating and fun but also
provide excellent practice for improving vocabulary,pronuncation,grammar,and the four
language sklls.It is easy to do in the classroom games is one of tehcniques that can be applied in
teaching speaking because games is one potential activity thats gives to students feeling of
freedom to express themselves.Games are also potentially useful to encourage students to intract
and communicate with other student orally.In this research,the researcher focuses on the
guessing games.the reason using guessing games in speaking during the times allocated.

The researcher assumes that guessing games are the combination of language practice and
fun activity.This research is an attempt to find out wheter is a significant difference between
student speaking ability of grade VII who are tougth by using guessing games and thoose who
are taught without using guessing games at Mts Al-Mahsun Khidir NW Dasan Tapen,in the
academic year of 2020/2021.

1.2. Identification of The Problem

There are some problem affecting the students speaking performance in the class. The
researcher found some conditions which inhibit the teaching learning process of speaking after
observing the teaching and learning process of speaking in seventh grade of Mts Al-Mahsun
Khidir NW Dasan Tapen,in academic year of 2020/2021.

1.2.1. The student luck pronunciation and vocabulary

Pronunciation and vocabulary are factors that can support someone in order to be able to
speak fluently. The spelling and pronunciation are different in English, so that is why student
have some difficulties in pronouncing English words. In or to have good pronunciation students
must often practice and check the correct pronunciation in the dictionary. However, based on the
observation, the researcher found that the students were reluctant to do it and even not all
students in the class bought dictionary during the English lesson. Moreover, vocabulary also
became the problem of the students in that school. When the student started to speaking in
English suddenly they put long pauses because they did not know the English words that they
want to say. Finally, they continued their speaking by using Indonesian or Sasak language.

1.2.2. The student luck motivation to speak in English

The students were look passive during the English teaching and learning process. Speaking
interaction almost did not happen in the classroom activities. Students will start to speak in
English if only when the teacher asked them to read text or transcripts of conversation loudly.
Student seemed shy and did not have enough self confident when they were asked to speaking in
English. They were afraid that they word incorrectly or make mistake in their speaking.
Therefore, student tended to be silent and only become the passive participants in the teaching
and learning process.

1.3. Limitation of the problem

From the problems found in the field, it can be seen that there are many factors which cause
the problems of the teaching and learning of English speaking. So, it was impossible to research
to solve all those problems. This research only focuses on the activities used in the teaching and
learning speaking. This problem is chosen because fun, interesting, and challenging activities are
very important to make speaking process more effective and interesting. This research used
guessing games to improve the speaking skills of the seven grade of Mts Al-Mahsun Khidir NW
Dasan Tapen.

1.4. Formulation of the problem

Based on the background and limitation of the problem presented above, the research
problem is formulated as follows. How can guessing games improve the speaking skills of A
class students of Mts Al-Mahsun Khidir NW Dasan Tapen.

1.5. The objectives of research

In relation the formulation of the problem, the objectives of the research are:

1) To introduce the guessing games as one of the media in the teaching and learning
process of speaking.
 2) To discuss the effectiveness of using guessing games to improve speaking skills of
class VII A student of Mts Al-Mahsun Khidir NW Dasan Tapen.
1.6. The significance of research

There are some expected benefits to achieve from this study. The result of this study is
expected to give contribution to the researcher, the English teacher of grade VII and the
headmaster of Mts Al-Mahsun Khidir NW Dasan Tapen and future researchers. They can be
described as follows:

1) For the researcher, the result of this study can give the researcher useful knowledge of
use of guessing games in the teaching speaking skills.
2) For the English teacher, this study will provide useful activities to improve students’
speaking skills.
3) For the students, this study can make them to become more active and creative in the
speaking teaching and learning process.