THE EFFECTIVENESS OF USING BOARD GAMES

TOWARDS STUDENTS’ SPEAKING SKILL

(A Quasi Experimental Study at the Tenth Grade Students of SMAN 1 Parung)

By:

RIZKY AMALIA AZZAHROH

NIM. 1110014000050

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2015
 ABSTRACT

Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board

Games towards Students’ Speaking Skill (A Quasi Experimental Study at the
Tenth Grade Students of SMAN 1 Parung), Skripsi, Department of English
Education, Faculty of Tarbiyah and Teachers Training State Islamic University
Jakarta, 2015.
Advisor I : Dr. Atiq Susilo MA,
Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Speaking Skill, Board Games

The objective of this research is to find the effectiveness of using board games
towards students’ speaking skill for the tenth grade students of SMAN 1 Parung
academic year 2014/2015. To know whether this media is effective, the writer used
quasi experimental study applied in 40 students of X MIA 2 as experiment class, and
40 students of X MIA 3 as controlled class.

The method that is used in this research was quantitative method which the data was
served by numerical and tested by statistical formula of t-test. The design of research
was quasi experimental design. To get the data, the writer used oral test as the
instrument of research, consisted of pre-test and post-test.

The result of the research is the mean score of experimental class was 67.05. After
using board games, the mean score increased to 76.20. It means that board games is
effective towards students’ speaking skill. Then the value of t-test is 7.418 while the
value of t-table significant degree of 1% with t(1-½ɑ) or t(0,995) is 2,640. It means that
t-test is higher than t-table or tobserve > ttable. It indicated the null hypothesis is rejected
and the alternative hypothesis is accepted. In conclusion, based on the difference of
mean score between pre-test and post-test, board game is effective to be applied in
teaching speaking and based on t-test, using board games has significant effect
towards students’ speaking skill in senior high school.

i
 ABSTRAK

Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board

Games towards Students’ Speaking Skill (A Quasi Experimental Study at the Tenth
Grade Students of SMAN 1 Parung), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2015.
Pembimbing I : Dr. Atiq Susilo, M.A
Pembimbing II : Neneng Sunengsih, M.Pd

Kata Kunci : Keterampilan Berbicara, Permainan Papan

Tujuan dari penelitian ini adalah untuk melihat tingkat keefektifan penggunaan
permainan papan terhadap kemampuan bahasa Inggris pada siswa kelas satu di
SMAN 1 Parung tahun akademik 2014/2015. Sampel dalam penelitian ini terdiri dari
40 siswa kelas X MIA 2 sebagai kelas eksperimen dan 40 siswa kelas X MIA 3
sebagai kelas kontrol.

Metode yang digunakan pada penelitian ini adalah metode kuantitatif dimana data
yang disajikan berupa angka-angka dan diuji menggunakan rumus statistik. Desain
penelitian ini adalah penelitian eksperimental semu. Untuk mendapatkan data, penulis
menggunakan tes berbicara sebagai instrumen penelitian yang terdiri atas tes awal
dan tes akhir.

Hasil penelitian ini adalah sebelum menggunakan permainan papan, nilai rata-rata
dari kelas experimen adalah 67,05. Setelah penggunaan permainan papan, nilai rata-
rata meningkat menjadi 76,20. Hal ini membuktikan bahwa permainan papan efektif
untuk digunakan dalam peningkatan keterampilan berbicara siswa karena
peningkatan nilai rata-rata siswa. Penulis juga menggunakan t-test untuk menguji
hipotesis penelitian. Hasil yang didapat menunjukkan nilai t-test adalah 7,418
sedangkan nilai t-table pada taraf signifikan 1% dengan peluang t(1-½ɑ) atau t(0,995)
adalah 2,640. Itu berarti t-test lebih tinggi dibandingkan dengan t-table (to>ttable). Hal
ini mengindikasikan bahwa H0 ditolak dan Ha diterima. Dengan kata lain penggunaan
permainan papan memiliki nilai yang signifikan terhadap keterampilan berbicara
bahasa Inggris untuk siswa sekolah menengah atas.

ii
 ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, The Most Merciful

All Praise be to Allah, the Lord of the Worlds, who has given the writer
His love, guidance, and compassion to finish this last assignment in her study.
Peace and salutation be upon to the prophet Muhammad, peace may be upon him,
and also to his family, his companion, and his adherence.
This skripsi is presented to Department of English Education, Faculty of
Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah
Jakarta as a partial fulfillment of the requirement for the degree of S.Pd. (Bachelor
of Arts).
The writer would like to express her great honor and deepest gratitude to
her beloved parents, Naming Saputra, S.Pd. and Fatimah S.Pd., and also to her
sister, Siti Amrina Rosyadah, who always give their materials, prays, and
motivation to finish the writer’s study.
The writer also says deeply grateful to her advisors, Dr. Atiq Susilo, MA.
and Miss Neneng Sunengsih, M.Pd., who guide the writer in finishing this skripsi
and also for the great contribution, time, guidance, kindness, and patience.
Her deepest gratitude also goes to those who have helped her in finishing
this skripsi, among others:
1. Dra. Nurlena Rifa’i, M.A., Ph.D., the Dean of the Faculty of Tarbiyah
and Teachers Training UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., the Head of Department of English Education,
UIN Syarif Hidayatullah Jakarta.
3. Zaharil Anasyi, M. Hum., the Secretary of Department of English
Education and the Academic Advisor of DEE B 2010, UIN Syarif
Hidayatullah Jakarta.
4. All lecturers at Department of English Education, for their knowledge,
motivation, and patience during her study at DEE UIN Syarif
Hidayatullah Jakarta.

iii
 5. Ikhwan Setiawan, S.Pd., as the Principle of SMAN 1 Parung, for his
permission to observe and do the experiment in the school, and all
teachers in SMAN 1 Parung who have given motivation and support.
6. All students of X MIA 2 and X MIA 3 for supporting and helping the
writer.
7. All her family for their help, caring, and motivation to support the
writer.
8. Saeful Rohman, her fiancé, and family for their motivation and
support.
9. All her best friends in Department of English Education, especially
PBI B 2010 UIN Syarif Hidayatullah Jakarta.
10. All of her best friends whom she cannot mention one by one.

Finally the researcher truly realizes that this “skripsi” cannot be considered
as a perfect masterpiece. Therefore, it is a very precious thing for her to get
suggestion and criticism which can make this better.

Jakarta, January 2015

The Writer

iv
 TABLE OF CONTENTS
Page
TITLE
SURAT PERNYATAAN KARYA SENDIRI
APPROVAL
ENDORSEMENT SHEET
ABSTRACT ........................................................................................... i
ABSTRAK ............................................................................................... ii
ACKNOWLEDGEMENT .................................................................... iii
TABLE OF CONTENTS ...................................................................... v
LIST OF TABLE .................................................................................. viii
LIST OF APPENDICES ...................................................................... ix

CHAPTER I : INTRODUCTION ....................................................... 1

A. Background of the Study .................................................................... 1
B. Identification of Problem .................................................................... 4
C. Limitation of Problem ........................................................................ 5
D. Problem Formulation ......................................................................... 5
E. Purpose of the Study ........................................................................... 5
F. Significance of the Study .................................................................... 5

CHAPTER II : THEORETICAL FRAMEWORK ........................... 6

A. Speaking ............................................................................................. 6
1. The Understanding of Speaking ...................................................... 6
2. The Elements of Speaking .............................................................. 9
3. The Function of Speaking ............................................................... 12
4. Types of Speaking Activities .......................................................... 13
B. Communicative Language Teaching (CLT) ....................................... 16
1. The Understanding of CLT ............................................................. 16
2. The Principles of CLT ..................................................................... 17
3. The Goals of Speaking in CLT ....................................................... 19

v
 4. The Problem of Speaking ............................................................... 21
C. Board Games ...................................................................................... 23
1. The Definition of Game .................................................................. 23
2. The Definitions of Board Game ...................................................... 25
D. Teaching Speaking by Using Board Games ....................................... 26
E. Previous Study .................................................................................... 28
F. Theoretical Framework ....................................................................... 29
G. Research Hypothesis ......................................................................... 30

CHAPTER III : RESEARCH METHODOLOGY ............................ 31

A. Research Design ................................................................................. 31
B. Place and Time of Research ............................................................... 31
C. Population and Sample of the Study .................................................. 32
D. Instrument of Research....................................................................... 32
E. Test of Instrument Validity................................................................. 34
F. Technique of Data Collecting ............................................................. 35
G. Technique of Data Analysis ............................................................... 35
H. Statistical Hypothesis ......................................................................... 37

CHAPTER VI : RESEARCH FINDINGS.......................................... 38

A. Description of the Data ...................................................................... 38
1. The Data of Experiment Class ........................................................ 38
2. The Data of Controlled Class .......................................................... 40
B. Analysis of The Data .......................................................................... 42
1. Test of Normality ......................................................................... 42
2. Test of Homogenity......................................................................... 43
C. Hypothesis Testing ............................................................................. 44
D. Interpretation of the Data ................................................................... 48

vi
CHAPTER V : CONCLUSION AND SUGGESTION ...................... 51
A. Conclusion.......................................................................................... 51
B. Suggestion .......................................................................................... 51

REFERENCES ...................................................................................... 53
APPENDICES ....................................................................................... 56

vii
 LIST OF TABLE

Table 3.1 Research Design Framework........................................................... 31

Table 3.2 Five component of grading speaking scale ..................................... 32
Table 4.1 Pre-Test and Post-Test Score of Experimental Class ...................... 38
Table 4.2 Pre-Test and Post-Test Score of Controlled Class .......................... 40
Table 4.3 The Result of Normality of Pre-Test ............................................... 42
Table 4.4 The Result of Normality of Post-Test ............................................. 42
Table 4.5 The Result of Homogeneity of Pre-Test.......................................... 43
Table 4.6 The Result of Homogeneity of Post-Test ........................................ 43
Table 4.7 The Result of Comparison of the Experiment Class and
Controlled Class ............................................................................. 44

viii
 List of Appendices

Appendix 1: Table of Research Activities ....................................................... 56

Appendix 2: Lesson Plan of Experiment Class ................................................ 57

Appendix 3: Lesson Plan of Controlled Class ................................................. 67

Appendix 4: Instrument of Pre-test and Post-test ............................................ 77

Appendix 5: Board Games Design ................................................................... 79

Appendix 6: Distribution Table of t-student ................................................... 81

Appendix 7: Data of Validity Test ................................................................... 85

Appendix 8: Data of Students’ Score ............................................................... 87

Appendix 9: Data of SPSS Calculation............................................................ 91

Appendix 10 : Pictures of Activities in Research ............................................ 92

Appendix 11: Surat Bimbingan Skripsi ........................................................... 93

Appendix 12: Surat Keterangan Penelitian ...................................................... 94

ix
 CHAPTER I
INTRODUCTION

A. Background of Study
Teaching productive skill in English is having some problems to be
discussed. The productive skills are speaking and writing. As Harmer
states, “Productive skills is the term for speaking and writing, skills where
students actually have to produce language themselves.”1 The problem that
appears in teaching productive skill in English is most of the students
cannot improve their production of language, especially in speaking
ability. Improving speaking skill is one of the purposes of English
education in Indonesian school from elementary until the university
students.
The writer focuses the research on the tenth grade students of
senior high school. Based on the syllabus, basic competency that should be
achieved in speaking skill for the tenth grade students in the first semester
are about some functional skill such as transactional and interpersonal
skill. There are talking about yourself, starting a conversation, making a
date, describing things, instructing people how to do things, and getting to
know each other.
From the basic competency above, the students have not achieved
that competence. They also got the lowest score for English on the mid
semester test. By observing the class, there are some problems that
students face. The first, students are too shy to share their ideas through
speaking because they lack of grammatical and lack of confidence. It is
because they are only taught the rules of grammar. Not to use the grammar
in speaking context. Secondly, most of students are not interested in
learning process. They are afraid and anxious of saying something wrong

1
Jeremy Harmer, The Practice of English Language Teaching. (Cambridge UK: Pearson
Longman, 2007), p. 265.

1
 2

or incomprehensible. The third, teachers are using monotone technique in

involving their students to do speaking. In speaking class, the students just
use dialog pairs to do communication in speaking. The fourth, school only
focuses the language skills for UN (Ujian Nasional) in listening and
reading, so the students think that it is not useful to master the other skills
like speaking and writing. And the last important reason is the students are
not motivated in learning speaking, because there is no chance to speak
outside the class. It is whereas actually speaking is a goal of learning
foreign language.
The writer concludes that the process of teaching speaking should
be more communicative and interactive to make the students be brave to
explore their ideas through speaking. It also should be more active and use
lively materials in order to the students understand that the main goal in
learning language is to communicate the language itself. To gain the
communicative competency, there is an appropriate method to be used. It
is Communicative Language Teaching, and it is well-known as CLT. As
Applebaum states in his journal about Communicative Language
Teaching, “By understanding Communicative Language Teaching (CLT)
and using communicative activities teachers can create more learner-
centered classrooms.”2 It is because the English teaching in Indonesia
mostly has been teacher-centered. The students cannot practice their target
language because there is no chance to do it. Therefore, there is no
connection between what they learned and its application in real-life
situation. Using Communicative Language Teaching (CLT) will give
students the opportunity to use the target language in an authentic and
meaningful way.
Talking about CLT, there are some communicative activities that
can be appropriate used in this method; such as role play, language games,

2
Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal
Experience. (MANDIRI, VOLUME 9, NO. 4: 2007), p.266.
 3

and scramble sentences.3 The material should be based on the students’

daily activity, so the students can learn how to use in for daily
communication. Based on these three communicative activities, the writer
chose language games as a technique in teaching speaking.
Talking about games, people will think about the funny thing for
child. But today games cannot only be used for young learners, but it also
can be used for all ages. For senior high school student, they can use
games as a media for teaching and learning process. By using games, the
teachers’ instruction can be meaningful and enjoyable for all age groups.
When students play games, teachers can provide the social skills because it
gives the opportunity to the students to interact with other player. Scott
Nicholson said that although the activities in games don’t have any
relation with a real-life situation, it still has ability to increase our
flexibility in real-world with building our social skills.4 Especially in
speaking skill, there are so many educational games that can be used to
improving this skill. One of the games is a board game.
A board game is a game that involves counters or pieces moved or
placed on a pre-marked surface or "board", according to a set of rules. As
we know that in daily life, we should be familiar with board games. It
includes monopoly, snakes and ladders, mahjong, and many other board
games. In other words, surely the students know well about this game and
how to gaming it. Board game is a kind of games for small and large
group. Moursund said that board games have some of the same
characteristics. Players deal with a set of rules, with money, dice, making
decisions, and striving to win the game.5 It is also about taking turn, rules
in gaming, and communicating the language with other players. This game
also makes students interact each other and communicate the language

3
Ibid, p. 268.
4
Scott Nicholson, Everyone Plays at the Library. (New Jersey: Information Today, Inc.
2010), p.xi.
5
Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and
Parents. (Oregon: University of Oregon, 2007), p.113.
 4

without hesitation. So the speaking teaching and learning process should

be attractive and done well.
Based on the explanation above, the writer concludes that using
daily used game like board games can be a useful media in mastering
speaking ability for the students in senior high school because it can
provide the students’ challenging to speak out the answer some questions
and situations that are included in the board games. Therefore, in this case,
the researcher will choose a board game as a media to teach speaking and
see the effectiveness of board games towards students’ speaking skill at
the tenth grade students of SMAN 1 Parung.

B. Identification of Problem
There are many problems of speaking classroom that can be
identified as research subjects on the tenth grade students of SMAN 1
Parung:
1. Many students cannot achieve the basic competency in English
subject and students’ speaking is the lowest in other English skill.
2. School only focuses the language skills for UN (Ujian Nasional) in
listening and reading, so the students think that it is not useful to
master the other skills like speaking and writing.
3. The students are too shy to share their ideas through speaking because
they lack of grammatical and lack of confidence.
4. They are afraid and anxious of saying something wrong or
incomprehensible.
5. Most of students are not interested in teaching process because the
teacher just gives monotone technique to teach the students’ speaking.
6. The students are not motivated in speaking because there is no chance
to speak outside the class.
 5

C. Limitation of Study
Based on some problems appear above, the writer limits those
problems in the effectiveness of using board games towards students’
speaking skill at the tenth grade students of SMAN 1 Parung academic
year 2014/2015.

D. Formulation of Study
The writer formulates the problems as follow, “Is board game
effective towards students’ speaking skill at the tenth grade students of
SMAN 1 Parung?”

E. Purpose of study
The objective of study is to find out the empirical evidence about
the effectiveness of using board games towards students’ speaking skill by
comparing the students’ scores before and after being taught by using
board games at the tenth grade students of SMAN 1 Parung.

F. Significance of the study

For students, the result of this study is expected to give them a
valuable input about how to teach their speaking ability of English for
mastering the language. It is important because one of the aims of teaching
English in Indonesia is for communication. So, by improving their
speaking ability, they can interact in English each other on the context of
study and daily social activities. For writer as a teacher and researcher, it is
useful to give new knowledge of the further information to do better
quality of English Education especially in teaching speaking.
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking
1. The Understanding of Speaking
The ability to communicate and use the language becomes
important to be mastered and it is used to understand the meaning of
utterance on social interaction. It means that to be able to communicate
and use the language, the learners need to develop their speaking
proficiency. So it is so useful and valuable to master a communication
skill, which is speaking, because the students automatically are forced to
use it and reach the target language.
Towards speaking, the speakers can give much verbal information
to the listener, so we should be able to have the speaking skill to make a
good communication. It is based on according to Chaney, that speaking
is “the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts.”1 Speaking is a
productive skill that has an activity which produces something like
sharing information. According to Tarigan, speaking is an ability to say
sounds, articulation, or words to express, convey, or deliver thoughts,
ideas, and feelings.2 Therefore, speaking is determined as a skill which
deals with the way of pronouncing words and giving information from
the speaker to the listener.

1
A. L. Chaney, “Teaching Oral Communication”, in Emma Rosana Febriyanti, Teaching
Speaking of English as Foreign Language: Problems and Solutions, (Banjarmasin: FKIP Universitas
Lambung Mangkurat,2005), p.3.
2
Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa. (Bandung:
Angkasa, 2008), p.16.

6
 7

Someone is said doing a speaking when he or she has a listener.

When people do speaking, they can see and hear your listeners. People
also speak because they have a purpose to do it. Some reasons are
because they have something to say, a reason for saying it, and someone
to say it to. So the speaker must have someone to hear what they want to
say. Meyer defined, “..speaking is all about: sharing idea, giving
information, expressing a greeting, stating an opinion, or sending a
warning.”3 From that definition, it also can be concluded there are some
the purposes of speaking activity.
Speaking is the most important skill to be mastered in language
learning. It is fact that language learning is successful if the learners are
able to use the language in their communication. Richard and Renandya
state, “Speaking is one of the central elements of communication in
EFL.”4
Alderson and Bachman also state, “The ability to speak in a foreign
language is at the very heart of what it means to be able to use a foreign
language.”5 However, to gain the speaking in communicating English is
not as easy as to speak in students‟ native language.
Speaking is an interactive activity that is delivered by the
people as a speaker, and should be understood and being listened
unconsciously by the other as a listener. It is also called communication.
Communication involves two people; the speaker or the sender and the
listener or the receiver. People can exchange the information each other
through the process which can be said as communication. Cremin added
that oral skill, that is speaking, is an important foundation for the

3
Alan Meyers, Gateways to Academic Writing, (New York: Addison Wesley Longman,
2003), p.2.
4
Jack C Richards and Willy A. Renandya, Methodology in Language Teaching Anthology of
Current Practice, (Cambridge University Press, 2002), p.210.
5
Sari Luoma, Assesing Speaking. (Cambridge: Cambridge University Press, 2004), p.x.
 8

development of literacy.6 It means that speaking also has not only

contribution in communicative aspect, but also in literacy. She also
added that talking enables learners to think aloud, formulate their
thoughts and opinions, and refine and develop their ideas and
understandings through engaging in meaningful dialogue with others.
People assume that by mastering speaking, they have been
success in foreign language learning. Supporting this statement,
Nashruddin stated, “To be able to speak shows someone‟s success in
learning a language.”7 It is true that the purpose of speaking is to get the
best result in language learning, especially English as students‟ target
language.
In conclusion, speaking is the activity of transferring
meaningful idea from one person as speaker, to other people as a
listener. Speaking in English is useful to gain the communication around
the world. English becomes the international language that is used and
learned by many other countries as a second or foreign language. The
speakers say words and utterances to the listeners not only to express
what are in their mind and convey the messages, but also to maintain
and sustain the relationship among of them. It is based on the
phenomena that most people might spend much time to communicate
each other in their daily lives. It can be inferred that speaking is the
activity to express ideas, opinions, and feeling to other people by using
words or sounds in order to reach the goals of speaking activity itself.
These statements are supporting the idea that speaking is important to
get the best future for education and daily communication.

6
Teresa Cremin, Teaching English Creatively. (New York: Routledge, 2009), p.13.
7
Wakhid Nashruddin, Understanding the Teaching of Listening and Speaking: Understanding
Students’ Needs. (Malang: State University of Malang Press, 2013), p.77.
 9

2. Elements of Speaking
In teaching speaking, there are some aspects that the teacher must
concern about. It can be used as a guidance to assess the speaking. There
are pronunciation, grammar, vocabulary, fluency, and comprehension.
Harmer said, “If students want to speak fluently in English, they need to
be able to pronounce phonemes correctly, use appropriate stress and
intonation and speak in connected speech.”8 In addition, according to
Hughes, there are some proficiency that should be achieved in speaking
activities; accent, grammar, vocabulary, fluency, and comprehension.9
Behind that statement, the writer uses the term pronunciation to change
the accent.
a. Pronunciation
A certain sound or sounds are produced through the
pronunciation. Pronunciation teaching not only makes students aware
of different sound feature, but can also improve their speaking
immeasurably because pronunciation can help allows the students to
get over serious intelligibility problem in particular case. 10 It means
that by mastering pronunciation, the production of someone‟s speech
is getting better.
Indeed, pronunciation is an important element in speaking. It is
because speaking deals with the production of sounds. By learning
pronunciation, the students know about how to produce the word
correctly.

8
Jeremy Harmer, The Practice of English Language Teaching 4 th edition, (England: Pearson,
2007) p.343.
9
Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press,
2003), pp.131-132.
10
Harmer, Op.cit, p.245
 10

b. Grammar
Talking about speaking, the important thing is the messages
that want to be conveyed to the listener. People do not focus on
the grammar of their utterance. However, it becomes a need that
the speakers also have to notice the grammar itself when they
speak to others. Although grammar is neglected, people should
concern on the sentence rules in grammar.
Richards said, “Grammar is not taught in isolation but often
arises out of a communicative task, thus creating a need for
specific items of grammar.”11 It means that grammar has a rule in
speaking but the teachers should not teach the grammar from the
rules but from the context. It will make the students can
comprehend the rules of grammar easily because they learn it from
their utterance.
c. Vocabulary
Vocabulary is a must when someone wants to convey his/her
thoughts, feelings, or views to other people. Without the mastery
of vocabularies, someone would face the difficulties in conveying
his/her thoughts, feelings, or views to other people. So, vocabulary
is a part of teacher‟s art and the students need to see the word how
they are used. Richard and Renandya state that vocabulary is a
core component of language proficiency and provides much of the
basis for how well learners speak, listen, read and write.12 Without
an extensive vocabulary and strategies for acquiring new
vocabulary, learners often achieve less than their potential and

11
Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge
University Press, 2006), p. 23.
12
Richards and Renandya, Op.cit, p. 255.
 11

may discourage from making use of language opportunities

around them.
d. Fluency
The fluency of someone when speaking might draw that he
or she is able to speak well. But, it needs to be noticed that the
intelligibility of the words pronounced is also important. Koponen,
in Louma‟s Assessing Speaking , stated, “Definitions of fluency
often include references to flow or smoothness, rate of speech,
absence of excessive pausing, absence of disturbing hesitation
markers, length of utterances, and connectedness.”13
In addition, Louma states, “Fluency is the ability to talk
freely without too much stopping or hesitating.14 At the level of
someone‟s fluency when speaking, it can be seen whether he or
she speaks natural without some hesitations about what he or she
would like to say.
e. Comprehension
The last element of speaking is comprehension.
Comprehension is a key feature in the successful teaching for the
intended meaning of written or spoken communication. Hughes
states that the people get highest score in comprehension aspect
when they “understand everything in both formal and colloquial
speech to be expected of an educated native speaker.”15So in
speaking classroom, the teacher is able to know whether the
students understand or not by checking their comprehension
towards the lesson which has been taught.

13
Koponen, M. “Let your language and thoughts flow! Is there a case for„fluency‟ in ELT and
applied linguistics?” in Sari Luoma, Assesing Speaking.(Cambridge: Cambridge University Press,
2004), p. 88.
14
Ibid.
15
Hughes, Op.cit, p.132
 12

3. The Function of Speaking

When speaking in the classroom, the students communicate both
with their teacher and friends. The students also can study language
through speaking so that they can achieve the goal of learning language.
People speak or communicate to other people in order to share and
convey their thoughts, feelings, opinions, and views just like what they
do in their real life and social life so that the students can maintain the
relationship among them. In brief, speaking in the classroom has
functions almost as same as speaking in real and social life in the
society.
Speaking has many purposes that give some advantages in
teaching foreign language skills. But the advantages or the function of
speaking can be achieved if the teacher encourages the students by
giving the opportunity and spaces for students to speak up their thought
and ideas. As Littlewodd said, “The development of communicative
skills can only take place if learners have motivation and opportunity to
express their own identity….”16 It is important to make the classroom
becomes learner-centered approach. By giving many communicative
classroom activities, the teacher can build the opportunity for the
students to use the language as a tool to express their thought and to
communicate each other.
Harmer said that the function of speaking can be seen as
transactional and interpersonal functions. Transactional function has as
its main purpose conveying information and facilitating the exchange of
goods and service, whereas the interpersonal function is all about

16
William Littlewood, Communicative Language Teaching: An Introduction. ( Cambridge:
Cambridge University Press, 2002), p.93.
 13

maintaining and sustaining good relations between people.17 It is all

about the situation that people do in daily activities. So by having
speaking skill, people are able to communicate each other to get
communication purpose itself.

4. Types of Speaking Activities

There are many activities that teachers can prepare to promote
speaking. Some of the speaking activities are:
a. Discussion
This activity is mostly used by the teacher to teach speaking in
classroom. It can be used in individual but mostly in group of
students. Through this activity, the students can share their though
and ideas to their friends so the teaching process can be
communicative. As Kayi said, “the students should always be
encouraged to ask questions, paraphrase ideas, express support,
check for clarification, and so on.”18
b. Role Play and Simulation
Role play activity can lead students to express the language by
pretending they are in various social contexts and have a variety of
social roles. Simulation is equal with role play but in simulation, it
is more elaborated. The students can bring realistic items to make
real-life activities. In simulations, students can bring items to the
class to create a realistic environment. They increase the self-
confidence of hesitant students, because in role play and simulation
activities, they will have a different role and do not have to speak

17
Harmer, loc.cit. p, 343
18
Hayrire Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language,
The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/ Accessed on 25
September 2014.
 14

for themselves, which means they do not have to take the same
responsibility.19
c. Communication games
Games are designed to provoke communication between
students. The games are made based on the principle of the
information gap so that one student has to talk to a partner in order
to solve a puzzle, draw a picture, put a thing in the right order, or
find similarities and differences between pictures. Television and
radio games, imported into the classroom, often provide good
fluency activities. As Applebaum stated, “By learning true
communication students will be more motivate to learn and use the
target language.”20 Communication games also can be used to
encourage the students to share the information communicatively. It
can be one of the tools to give the students the opportunity to
express the students feeling or any ideas.
d. Questionnaires
Questionnaires are very useful because they ensure that both
questioner and respondent have something to say to each other.
Students can design questionnaires on any topic that is appropriate.
As they do so the teacher can act as a resource, helping them in the
design process. The results obtained from questionnaires can then
form the basis for written work, discussions, or prepared talks.
Richards also mentions many other activity types that have
been used in CLT, including the following:

19
Ibid.
20
Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal
Experience. (Jurnal MANDIRI: Volume 9, NO. 4,2007), p.268.
 15

a. Task-completion activities: puzzles, games, map-reading, and

other kinds of classroom tasks in which the focus is on using
one‟s language resources to complete a task.
b. Information-gathering activities: student-conducted surveys,
interviews, and searches in which students are required to use
their linguistic resources to collect information.
c. Opinion-sharing activities: activities in which students compare
values, opinions, or beliefs, such as a ranking task in which
students list six qualities in order of importance that they might
consider in choosing a date or spouse.
d. Information-transfer activities: These require learners to take
information that is presented in one form, and represent it in a
different form. For example, they may read instructions on how
to get from A to B, and then draw a map showing the sequence,
or they may read information about a subject and then represent
it as a graph.
e. Reasoning-gap activities: These involve deriving some new
information from given information through the process of
inference, practical reasoning, etc. For example, working out a
teacher‟s timetable on the basis of given class timetables.21
In addition, according to Snow, there are several classes
activities can be done in teaching English as follows:
a) Memorization of material, students are encouraged to speak by
memorizing some passages or dialogue.
b) Choral drill, the all class repeat what the teacher says.
c) Classroom chat, it is the informal communication which is more
fun, nonthreatening, and like a model of life communication.

21
Jack C. Richards, Op.Cit. p.19.
 16

d) Model-based dialogues, using a dialogue in a textbook and act

the dialogue with the moves that illustrate the dialogue.
e) Presentations, students prepare and practice material within its
grammar, vocabulary, pronunciation, and intonation in front of
the class.
f) Cocktail parties, an endless talk with a person and close the
conversation, then move on for some chat with another person.
g) Pair or small group tasks, students work together in pairs or
group with a task to deal.
h) Debates, argue with an issue and there is only one person can
give an idea at a time in debate phase.
i) Large- group discussion, it can arise student‟ interest in topic
about something interesting.22
There are so many activities that promote speaking activities,
so the teacher should select one of them for each meeting. Variety of
activities can be used to build the communicative classroom activities.
Based on some activities above, the writer chose communicative games
to be applied as media in teaching speaking for this study.

B. Communicative Language Teaching

1. The Understanding of CLT
Indonesian government has a consistency that English learning and
teaching should be based on the purpose of reaching communicative
competence. Based on the syllabus applied, the method that is appropriate
to get this goal is Communicative Language Teaching (CLT).
Communicative Language Teaching is an approach in which the
communicative competences are built. In CLT, English classroom should

22
Don Snow, From Language Learner to Language Teacher. (Virginia: Teacher of English to
Speakers of Other Language, Inc, 2007), pp.108-117.
 17

be more highly motivating for the students to use the language in learning
process. The teacher should make communicative classroom activities to
engage the students in language. The material of teaching and learning
should be based on students‟ daily live. It is effective in order to build
social-interaction in students. CLT has its debut by the time of 1970s. It is
when Situational Language Teaching (SLT) was used as a method I
teaching foreign language. It appeared because SLT and Audio lingual
method were no longer felt to be appropriate method. Supporting this
statement, Richards and Rodgers stated that in the middle of sixties, Audio
lingual method was not accepted in the US.23
Richards and Rodgers stated, “This was partly a response to the sorts
of criticisms the prominent American Linguist Noam Chomsky has leveled
as Structural Linguistic theory.”24 It means that CLT has existed since
some linguistics was in contradicting of Noam Chomsky about his
Structural Linguistic theory.

2. The Principles of CLT

English Teaching has many methodologies to be applied in teaching
and learning process. Each method has its own principle. Communicative
Language Teaching suggests communicative activities in language learning
and acquisition. The approach proposes way for learners to internalize a
language and to practice the language in a classroom context. Therefore,
classroom is used to create activities to teach students how to react in real
world situation, not to fake the real world situation. In this term of CLT,
Berns provides a useful summary of eight principles of CLT:
a. Language teaching is based on a view of language as
communication. That is, language is seen as a social tool that
23
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (Cambridge: Cambridge University Press, 2001) p.153.
24
Ibid.
 18

speakers use to make meaning; speakers communicate about

something to someone for some purpose, either orally or in writing.
b. Diversity is recognized and accepted as part of language
development and use in second language learners and users, as it is
with first language users.
c. A learner‟s competence is considered in relative, not in absolute,
terms.
d. More than one variety of a language is recognized as a viable model
for learning and teaching.
e. Culture is recognized as instrumental in shaping speakers‟
communicative competence, in both their first and subsequent
languages.
f. No single methodology or fixed set of techniques is prescribed.
g. Language use is recognized as serving ideational, interpersonal, and
textual functions and is related to the development of learners‟
competence in each.
h. It is essential that learners be engaged in doing things with
language—that is, that they use language for a variety of purposes
in all phases of learning.25

Based on some principles above, the writer has elaborated that in CLT,
English teaching and learning are based on the nature of language as a
mean of communication and socialization. The language users convey the
meaning to release their purposes of communication both oral and written
context. There is no rule in saying something as long as the speaker and
listener understand the meaning of messages.
All aspects and skills of language are not learned separately. It is fact
that they can be integrated by using suitable method. CLT is not believed
as a method but as an approach. This approach has no single methodology,
but it is done by set of varieties of technique. As Savignon stated, “..teacher
welcome the opportunity to develop their own materials, providing learners
with a range of communicative tasks.”26 The teacher should prepare the
communicative activities to build the engagement between students and the

25
Sandra J. Savignon, (eds) Interpreting Communicative Language Teaching. (London:Yale
University, 2002), p.6.
26
Ibid, p.5
 19

function of the language they learned. The learners should be involved in

doing things with language to create lively interaction between students.

3. The Goals of Teaching Speaking in CLT

As the writer said in the background of study, the purpose of
English teaching and learning is to reach a communicative competence
both spoken and written that has been speak out by Indonesian
government. It is same with the purpose of teaching speaking in CLT.
What actually that is called by communicative competence in English
learning is the ability to use the language as a tool of expressing ideas
through speaking and writing as productive skills in daily communication.
Influenced by Savignon, there are four related aspects that should
be able to be mastered in communicative competence.27 There are:
a. Grammatical competence
Grammatical competency is the knowledge of language aspects like
vocabulary, grammar, Semantics, Phonology, and so on. Sometimes
grammatical is changed with a term of Linguistic competency.
Grammatical competence enables speakers to use and understand
English-language structures accurately and unhesitatingly, which
contributes to their fluency.28 This has no relation to any single
theory of grammar. Grammar is integrated in the certain skill.
b. Discourse competence
It is a competency that focuses on the appropriateness of combining
and connecting phrases and sentences in engaging conversation.
c. Socio-cultural competence

27
Sandra J. Savignon, Communicative Competence: Theory and Classroom Practice. (New
York: Addison Wesley, Inc, 1983) pp.40-44.
28
Kang Shumin, “Factors to Consider: Developing Adult EFL Students‟ Speaking Abilities”,
in Jack C. Richards and Renandya WA (eds), Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p.207.
 20

It is also called sociolinguistics competence. It is a competency that

focuses on the use of appropriate language in variety social setting.
In this competence, the target language speakers are demanded to
know how, where, from who, and when the language will be spoken
by them in certain situation, such as how to invite, to refuse, to ask
for information to different level of society.
d. Strategic Competence
It is a competency that focuses on the manipulation of language
achieving in the communication goals. This competency involves
the use of both verbal and nonverbal, such as changing the
intonation, using body language, and emphasizing the specific
word.
Even though the communicative competence has being discussed as
the main goals of English teaching and learning, there are many teachers
teach speaking through traditional method, that is just focus on the
structures and reading comprehension. Factually English learning from
primary school until senior high school in Indonesia is just focus for the
reading competency because the government‟s media of testing the
language ability, Ujian Nasional forces students to think that it is just
useless to master speaking skills. The things that must be mastered are
listening and reading that is included in national examination test.
Classes are taught in a teacher-centered approach. So to provide chance
for students to gain communicative activities, the teacher should make
many activities that the students can involved in interacting in English to
their friends, even to the teacher.
When students are talking each other, the communicative classroom
activities are built. They can get interaction experience and use the
language forms that are learned being naturally spoken. It is suitable
 21

with the natural of learning theories that say language as a tool of

communication.
The writer was getting aware that the situation in the English
classroom today is still far from communicative classroom. From the
factors above, the teachers realize that they should provide
communicative activities in their class, so the students have many
chances to speak their language that is learned long time. Because the
methodology is teacher-centered approach, the students are as passive
learners, so they do not know about what the real purpose of learning
English. Some communicative activities that the teachers can use to
make a communicative classroom are so easy to find in surrounding our
lives. The things that can be added in order to build communicative
activities are like role plays, movies, TV shows, songs, reading aloud,
poems, and games. One of the communicative games used by the writer
is board games.

4. The Problem of Speaking

Speaking is the second skill that people got after listening. People
imitate to speaking after they listen the other speaks. It is not easy to learn
speaking skill. As other skills, there are some characteristics can make
speaking difficult. As Brown demonstrates some characteristics of spoken
language can make oral performance easy as well as, in some cases
difficult:
a. Clustering
Fluent speech is phrasal, not words by words. Learners can
organize their output both cognitively and physically (in breath
group) through such clustering.
b. Redundancy
The speaker has an opportunity to make meaning cleaner
through the redundancy of language. Learners can capitalize on this
feature of spoken language.
 22

c. Reduce forms
Contraction, elisions, reduced vowels, etc., all form special
problems in teaching spoken English.
d. Performance variables
One of the advantages of spoken language is that the process of
thinking as you speak allows you to manifest a certain number of
performance hesitations, pauses, backtracking and corrections.
e. Colloquial language
Teacher should make sure students reasonable well acquainted
with the words. Idioms and phrases of colloquial language and
those they get practice in producing these forms.
f. Rate of delivery
Another salient characteristic of fluency is rate of delivery.
How to help learners to achieve an acceptable speed along with
other attributed of fluency.
g. Stress, Rhythm, and Intonation
The most important characteristic of English pronunciation, as
well be explained below. The stress times rhythm of spoken English
and its intonation patterns convey important messages.
h. Interaction
Learning to produce moves of language in a vacuum-without
interlocutors would rob speaking skill of its richest component: the
creativity of conversational negotiation. 29

Based on some problems above, teacher should have many strategies

to solve the problems in speaking. Although it maybe has many difficulties
in teaching speaking, it can be solved by the creativity of the teacher to
build the classroom activities that promote speaking. As some theories state
that speaking is the important skill in learning language, so the process of
teaching and learning must be careful with the difficulties without avoiding
them. Teacher must have some appropriate method and technique in order
to make the teaching speaking seen as easy as possible.

29
H. Douglas Brown, Principle of Language Learning And Teaching (New York : Prentice
Hall.2001), pp. 270-271.
 23

C. Board Games
1. The Definitions of Game
To gain the communicative classroom that is supporting the
improvement of speaking ability, teacher should create proper technique
that can involve students in the classroom activities. By involving the
students, they can build interactive activities like talking to each other
by using English, the target language. There are some communicative
activities that can be used; such as role play language games, scramble
sentences.30 The material should be based on the students‟ daily activity,
so the students can learn how to use in for daily communication. Based
on these three communicative activities, the writer chose language
games as a technique in teaching speaking. Yen-Hui Wang said in her
journal, “teaching English through game-like activities can cheer up the
class and make language learning more pleasurable and easier to
learn.”31
People concern about game in their daily activities. Some people
play games for fun thing. Some others also play games for relaxing their
mind. And for educational people, teachers use games as a technique for
their teaching. So each person has his own meaning for using the games.
Like Moursund said,” The word game means different things to
different people.32
Wright states, “The word „game‟ means an activity which is
entertaining and engaging, often challenging and an activity in which

30
Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal
Experience. Jurnal MANDIRI, Volume 9, No. 4,2007, p. 268.
31
Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English
in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1
March 2010, p.133.
32
Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and
Parents, (Oregon: University of Oregon, 2007), p.6.
 24

the learners play and usually interact with others.”33 Games are
essentially engaging and the native language concerns can easily be
substituted for English in many cases. It means that by using games,
students have interest to break the challenge in each game. Students
concern in how to make the activities that can make them engaged each
other. Students also have no reason to be bored because the teacher has
made a game, which is good for students to connect the new language in
English for communicating with their friends. Games can offer practice
in all stages of teaching and learning sequence including presentation,
practice and production. That is, many games can supply the same dense
use of language as more conventional drills which mainly give repeated
practice on a language form during a limited period of time.
As Adam said in Yen-Hui Wang, he indicates, “Games are self-
motivating to stimulate learners‟ interest and curiosity, which benefits
learners best to play with the language in their first stages of language
learning.”34
Games are neutral for all level in education. Providing games are
not difficult because we can look for a suitable game for each level. The
teacher‟s rule also has great contribution. It seems like so easy to build a
game, but if the teacher cannot deliver the games appropriately, the
students will be bored. It is because the nature of games is making fun
activities that involve the students to do it. As Lewis and Bedson said,
”games are fun and children like to play them.”35 So the teacher should

33
Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge:
Cambridge University Press. 2006),p.1.
34
Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning
English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7,
No.1 March 2010, p.131.
35
Gordon Lewis and Gunther Bedson, Games for Children. (New York: Oxford University
Press,2004), p.5.
 25

concern about how to make the students enjoying the game by

delivering it well.
In addition, Hadfield said, “A game is an activity with rules, a goal
and element of fun.36 Each game has its own rules to play it. People
should have a purpose for each game that they have to play. If they do
not have the aims, they cannot plan the games properly and finally the
games just for fun. It is not having one goal why people should play
those games.
In conclusion, it is good to use games for making a relaxed way in
teaching process. So the students can involve and get a challenge to use
English in their classroom activities. It is also easy to entertain and make
fun activities when teachers use appropriate media in teaching. If the
students feel fun and enjoy in playing games, learning speaking English
will also be more fun. By considering this explanation, the writer used
one kind of fun games in this experiment. That is board game.

2. The Definitions of Board Game

Games are able to help the students use and practice the target
language being learned in a relaxed way. Games are also highly
motivating since they are amusing and interesting. For the classroom
activities, games can be used in personal, groups, or for the whole class.
For this research, the writer used kind of games that is played in the
team.
The rules of the game allow some sort of communication among the
two or more members of a team in such a game. This is typical in board
games such as Monopoly or in the card game Hearts. Many other board
games have some of the same characteristics. Players deal with a set of

36
Jill Hadfield, Intermediate communication games. (Harlow: Pearson, 2005), p.v.
 26

rules, with money, dice, making decisions, and striving to win the game.
A substantial amount of learning occurs in such environments.37
A board game is a game that when you play it you throw the dice in
the counters and you can step forward based to dice. A board game is a
game that involves counters or pieces moved or placed on a pre-marked
surface or "board", according to a set of rules. Games can be based on
pure strategy, chance (e.g. rolling dice) or a mixture of the two, and
usually have a goal that a player aims to achieve.38

Today, some teacher is using board games as teaching media to

their students. They are used board games to teach some subject that
related with board games. Educational board games are the best solution
for you to when you face your problem in teaching some subject at
school. Board games are something unique when you include in your
educational teaching aids. Through applying educational board games is
belief could increase their curiosity and creativity of the students. The
learners can take turns producing a sentence each around the group, or
can call on each other. Educational board games are the best solution for
teacher problem. In addition, board games are very attractive and
interesting games.

D. Teaching Speaking by Using Board Games

In using games to teach, the students are able to get other function of
games besides mastering speaking skill. Mayer and Harris said by using
games they can get many life skills as follow: authentic experience, student
engagement, social and life skills, and higher- order thinking as some goals in
board games.39

37
Dave Moursund, Op.cit., p.112
38
http://en.wikipedia.org/wiki/Board_game. Retrieved January 2012.
39
Brian Mayer, Christopher Harris. Libraries Got Games. (Chicago: American Library
Association.2010). pp.12-16.
 27

Board game is kind of games that come from American culture, but
there are many board games that are well known by the students. There are
snakes and ladder, Sudoku, Scrabble, Monopoly, and so on.
Within the teaching process, as the treatments, the writer modified some
board games with Monopoly and Snakes and Ladders design. Everyone is
well-known with the design of those games. So it makes easy to explain how
to play it and what the rules to do it. There are two main parts that is included
in this kind of games: mechanics and theme.40 The mechanics is how the
children can play this game. And for the theme, the writer chose Introduction
and description themes. Based on the observation before, the students are still
being confused to explain about them. They sometimes mixed up the language
with their native language. So the aims of the games are in order to students
can be able to introduce themselves in English. And in that introduction, the
students can be able to describe about themselves, and the things around their
lives. This is the list of steps in using board games for teaching speaking:
1. The writer prepares the material to play the games like board, dice,
pawn, and the tables.
2. Students are grouped into eight groups. Each group has five
members.
3. The writer lays the games board on the table for each group.
4. Each group should sit around the boards.
5. Each member has one pawn to walk over the board.
6. The students choose the first one to shake the dice.
7. The number in the dice decides how many columns that the
member should walk. If the dice shows two, the member walks
two columns.
8. Each member has his/her turn to shake the dice.

40
Scott Nicholson, Everyone Plays at the Library. (New Jersey: Scott Nicholson.2010). p.56.
 28

9. The students should say what the board games instruct.

10. The students use English to break the challenge.
11. After the games ended, the students should represent what they got
in playing board games then.

E. Previous Study
The writer wants to see the effectiveness of using board games
towards students‟ speaking skill at the tenth grade students of senior high
school. This study was well-done before by many other researchers, but it
does not find out of the using board game for senior high school. Relating
with this study, Ika Nur Rahmawati had found in their thesis, with title
„Improving the Fourth Grade Students‟ Speaking Skills through Board
Games‟, that it was effective to teach English by using a board game. She
concluded that the students‟ speaking skills was improved. The result of the
research showed that the use of board games in combination with applying
various media in the presentation, using songs, using classroom English, and
conducting listening activities was able to improve students‟ speaking skills.41
It is effective and appropriate to use since it can be applied in groups
so the students can express their idea using English with their friends in fun
way. By learning in groups, students can build the characters of working
cooperatively, be self-confident, creative, responsible, honest, and passionate
in learning. The effectiveness of using board game is supported by previous
finding conducted by Susanti42. She developed a board game for vocabulary
learning of junior high school students. The result showed that the students
were interested in playing the board game for English vocabulary learning. It

41
Ika Nur Rahmawati, Improving the Fourth Grade Students’ Speaking Skills through Board
Games. (Yogyakarta: Universitas Negeri Yogyakarta. 2012), p.xiv.
42
Susanti, D. A Board Game for Vocabulary Learning of Grade X Senior High School
Students. (Malang: State University of Malang, 2005), p.2.
 29

also affected the students‟ vocabulary mastery. By playing the board game, it
improved the students‟ mastery in English vocabulary.
Susanti also conducted the study for vocabulary learning of grade 8
students while the researcher conducted the research for speaking activities of
tenth grade students. From the previous finding, it shows that games,
especially board games, play important roles for learning English The
weakness of this study is that the Hello School Board Game is only for eighth
grade students who are good in English, listening, reading, and writing, but
less active in speaking activities. It is expected that further research can make
media, especially board games, which can be broadly used for all eighth grade
students regardless their competence in English.
. In addition, Jayanti wrote the article entitled, “Developing a Board
Game for Speaking Activities. But it was limited for eighth grade of junior high
school students. She said ninety percent of the students were very enthusiastic
in playing board game. It indicates that the materials and the activities in the
Hello School Board Game are able to increase their motivation and very
effective in learning English especially speaking activities.43
By some previous studies above, the writer distinguished this study
from the level of the students at senior high school. It is also different from
the skill because the writer used board games for speaking skill. The different
design of the board games are getting to know each other and describing
people board games design when the previous researcher used Hello Board
Games design..
In this research, the board game is not applied for individual, but in
group of students. By learning in groups, students can build the characters of
working cooperatively, be self-confident, creative, responsible, honest, and

43
Nuzulia Mega Jayanti and Arwijati Murdibjono, Developing a Board Game for Speaking
Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri Malang.2012), p.2.
 30

passionate in learning. So the process of using board games will be more

interactive and build the communicative classroom activities.

F. Theoretical Framework
Speaking is an interactive activity between two or more people as a
speaker and listener by using language that is understood by both speaker and
listener. Although teaching speaking is not an easy job to do, many techniques
that are appropriate in learning process can be good helper to make it easy and
fun. One of the techniques is by using communicative games.
Board game is one of communicative games that can be used as a
technique in teaching productive skill like speaking. Through board games,
the students can explore their ideas and force themselves to use English in
interacting with other people in classroom activities.
By using board games in teaching speaking, the writer expects that the
students‟ speaking skill can be achieved. Games can be used to promote
speaking activities. Sometimes students cannot speak up their ideas because
they do not know what they should say. By using board games, the students
can speak according to the instruction that they must say. It can make easy for
student to know what sentence that they can speak up for each material.
According to the statement of the problem, this study is conducted to find out
the effectiveness of board games towards students‟ speaking skill.

G. Research Hypotheses
The research hypothesis is: There is a significant effectiveness of using
board games towards students’ speaking skill.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

In this research, the writer used quasi-experimental method with

Pretest-Posttest Control Design. This quasi experimental research involved
two groups; experimental group and control group; where the writer did the
experiment and treatment by using Board games as a media in teaching
speaking in experiment group, while control group taught by the traditional
or usual technique. The result of pre-test and post-test of both group
compared in order to examine whether the treatment given in experimental
group gave more significant effect on students’ speaking achievement.

Table 3.1

Research Design Framework

Group Pretest Treatment Posttest

E O1 X O2

C O2 O2

Time

With the explanation:

E = Experimental group O2 = Post-test

C = Controlled group X = Treatment by using

O1 = Pre-test board game

B. Place and Time of Study

This research took class of the tenth grade of SMAN 1 Parung Ds.
Waru Jaya No.17 Parung-Bogor as place of this study. The study was

31
 32

conducted on October until November 2014 and divided into ten meetings
included introduction, pre-test, post-test, and five meetings for treatments.

C. Population and Sample

The population of this research was the students of tenth grade of

SMAN 1 Parung. There are 8 classes in this grade. The writer used
purposive sampling to choose the classes who almost have the same score.
The writer chose class X MIA 2 with 40 students as the sample of
experimental group and class X MIA 3 with 40 students as control group.
The pre-test was given before the treatment. Moreover, the post test was
given after the writer gave the treatment to each class.

D. Instrument of Research
To know the effectiveness of teaching speaking by using board
games, the writer gave oral test to the students. The oral test was divided
into two parts; the pre-test and the post-test. The form of oral test was
interview and monolog test. Because it is oral test, the writer divided the
score into five criteria, which are the scores of pronunciation, grammar,
vocabulary, fluency and comprehension. Each criteria, then, was rated into
five scale of rating scores, it is based on Haris’ scale rating scores.1
Table 3.2
Five component of grading speaking scale
Aspects Criteria Score
Pronunciation  Have few traces of foreign accent. 5
 Always intelligible, though one is conscious 4
of a definite accent.
 Pronunciation problems necessitate 3
concentrated listening and occasionally lead
to misunderstanding.
 Very hard to understand because of 2
pronunciation problems. Most frequently be
asked to repeat.
 Pronunciation problems to severe as to make 1
speech virtually unintelligible.

Grammar  Makes few (if any) noticeable errors of 5

1
David P. Haris, Testing English as a Second Language. (Bombay: Mc. Graw Hill Book
Company, 1977), pp. 84-85.
 33

grammar or word order.

 Occasionally makes grammatical and/or 4
word-order errors which do not, however,
obscure, meaning.
 Makes frequent errors of grammar and word 3
order which occasionally obscure meaning.
 Grammar and word-order errors make
comprehension difficult. Must often rephrase 2
sentences and/or restrict himself to basic
patterns.
 Errors in grammar and word-order so severe 1
as to make speech virtually unintelligible.

Vocabulary  Use of vocabulary and idioms is virtually that of 5

a native speaker.
 Sometimes uses inappropriate terms and/ or 4
must rephrase ideas because of lexical
inadequacies.
 Frequently uses the wrong words; conversation 3
somewhat limited because of inadequate
vocabulary.
 Misuse of words and very limited vocabulary 2
make comprehension quite difficult.
 Vocabulary limitations so extreme as to make 1
conversation virtually impossible.

Fluency  Speech as fluent and effortless as that of a 5

native speaker.
 Speech of speech seems to be slightly 4
affected by language problems.
 Speed and fluency are rather than strongly 3
affected by language problems.
 Usually hesitant; often forced into silence by 2
language limitations.
 Speech is so halting and fragmentary as to 1
make conversation virtually impossible.

Comprehension  Appears to understand everything without 5

difficulty.
 Understands nearly everything at normal 4
speed, although occasional repetition maybe
necessary.
 Understands most of what is said at slower- 3
than-normal speed with repetitions.
 Has great difficulty following what is said. 2
Can comprehend only “social conversation”
spoken slowly and with frequent repetitions.
 Cannot be said to understand even simple 1
conversational English.
 34

In order to case the computation, the researcher adopted the small

score of J.B Heaton to the scale of 100 as follows2:

5 = 85-100

4 = 75-84

3 = 65-75

2 = 55-64

1 = Below 55

After that, to get the mean, the scores from all criteria are sum and
divided into five. The pre-test had been given before the treatment was
given. Moreover, the post test was given after he had given the treatment to
the class. The researcher also used recording as supporting documentation in
this study. For gaining a score, the competent teacher helps the writer to do
a scoring because the writer has no authority to do the scoring.

E. Test of Instrument Validity

To get the validity of the research instrument, the writer gave a try
out to other class before the research was conducted. The instrument was
tried out in class X MIA 1 and X MIA 2 of SMAN 1 Parung academic year
2013/2014. It was when the writer did the PPKT. It is aimed to know the
validity of the research instrument for pre test and post test. The writer used
oral test like interview and monologue test, so the validity that was used was
construct validity. In this kind of validity, the judgment expert was used to
measure the validity. For this case the expert that was asked to do it was the
writer’s advisor. Based on this validity, the data from the pilot study was
concluded in the appendix.

2
J.B. Heaton, Writing English Language Test. (London: Longman, 1988), p.100.
 35

F. Techniques of Data Collecting

In this research, researcher used the quantitative research approach,

so the technique used to get the data which related to the teaching speaking
using board games that are oral test in pre-test and post-test. To get
collecting the objective data, the researcher will apply the steps as follows:

1) Pre- Test

The pre-test was given by the writer in the beginning of attending

class X MIA2 and X MIA 3 to know the students knowledge of the
material that will be taught.

2) Post- Test

The writer gave the students post- test after the treatments by using
board game finished.

G. The Technique of Data Analysis

The technique of data analysis that was used by the writer in this
study was statistical analysis with t-test, the formula as follows3:
𝑀1 − 𝑀2
𝑡𝑜 =
𝑆𝐸𝑀1 − 𝑀2
With the explanation:
M1 = Mean of the differences of Experiment Class
M2 = Mean of the differences of Controlled Class
SE𝑀1 = Standard Error of Experimental Class
SE𝑀2 = Standard Error of Controlled Class
X = Teaching speaking by using board games in Experimental
class
Y = Teaching speaking without using board games in
controlled class

3
Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: Raja Grafindo Persada, 2011),
p. 314.
 36

The procedures of were calculations as follows:

1. Determining Mean of variable X:
𝑋
𝑀1 =
𝑁1
2. Determining Mean of variable Y:
𝑌
𝑀2 =
𝑁2
3. Determining Standard of Deviation Score of Variable:
2
𝑋
𝑆𝐷1 =
𝑁2

4. Determining Standard of Deviation Score of Variable Y:

2
𝑌
𝑆𝐷2 =
𝑁2

5. Determining Standard Error Mean of Variable X:

𝑆𝐷1
𝑆𝐸𝑀1 =
𝑁1 − 1
6. Determining Standard Error Mean of Variable Y:
𝑆𝐷2
𝑆𝐸𝑀2 =
𝑁2 − 1
7. Determining Standard Error of different Mean of Variable X and
Mean of Variable Y, with formula:

𝑆𝐸𝑀1 − 𝑀2 = 𝑆𝐸𝑀1 2 + 𝑆𝐸𝑀2 2

8. Determining to with formula:

𝑀1 − 𝑀2
𝑡𝑜 =
𝑆𝐸𝑀1 − 𝑀2
9. Determining Degrees of Freedom (df), with formula:
𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2
 37

H. Statistical Hypothesis
The hypotheses of the study can be formulated:
1. Alternative Hypothesis (Ha): There is a significant difference
between students’ speaking scores taught by using board games and
without by using board games for the tenth grade students of SMAN
1 Parung.
2. Null Hypothesis (Ho) : There is no significant difference between
students’ speaking scores taught by using board games and without
by using board games for the tenth grade students of SMAN 1
Parung.

The result of t-test can be seen with the criteria:

 If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null
hypothesis) is rejected.
 If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (the null
hypothesis) is accepted.
 CHAPTER IV
RESEARCH FINDING

A. Description of the Data

The experiment class and the controlled class were taught speaking
with different technique. The experimental class was taught by using board
games, whereas the controlled class did not use board games activity. The data
were collected from students’ score in pre-test and post-test of both experiment
class and controlled class. The scores below were the scores of students’
speaking achievement that was assessed by two assessors. Moreover, analytical
score was used in assessing students’ speaking both in pre – test and post – test.
The data as follows:

1. The Data of Experiment Class

Table 4.1
The Final Score of Pre-Test and Post-Test of Experimental Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST
1 66 76 10
2 64 74 10
3 70 80 10
4 72 78 6
5 68 76 8
6 68 72 4
7 62 70 2
8 76 82 6
9 70 80 10
10 62 70 8
11 68 74 6

38
 39

12 68 76 8
13 70 84 14
14 60 70 10
15 64 76 12
16 60 72 12
17 84 84 0
18 57 68 11
19 76 88 12
20 60 72 12
21 62 74 12
22 59 72 13
23 60 74 14
24 64 74 10
25 72 80 8
26 70 74 4
27 68 82 14
28 62 74 12
29 64 76 12
30 72 80 8
31 72 82 10
32 66 76 10
33 66 76 10
34 64 74 10
35 70 80 10
36 72 78 6
37 68 76 8
38 68 72 4
39 62 70 8
40 76 82 6
Σ n = 40 Σ X0 =2682 Σ X1 =3048 Σ X2 =360
AVERAGE 67,05 76,20 9
MAX 84 88 14
MIN 57 68 0

𝑋0 2682
M pre-test = = = 67.05
𝑁 40
𝑋1 3048
M post-test = = = 76.20
𝑁 40
𝑋2 360
M gained score = = =9
𝑁 40
 40

From the Table 4.1 above, the score of pre-test and post-test of
experiment class showed that the highest score on the pre-test was 84 and
the lowest score was 57 with the average of 67.05. Then, the average of the
pretest increased on the post-test up to 76.20. The highest score of post-test
was 88 while the lowest score was 68. It can be seen that the experiment
class gained score about 9 points.

2. The Data of Controlled Class

Table 4.2
The Final Score of Pre-Test and Post-Test of Controlled Class
STUDENTS SCORE GAIN SCORE
PRE-TEST POST -TEST
1 74 74 0
2 70 72 2
3 76 76 0
4 74 80 6
5 70 70 0
6 72 74 2
7 68 68 0
8 72 76 4
9 74 74 0
10 76 72 -4
11 68 72 4
12 64 70 6
13 70 68 -2
14 72 74 2
15 76 78 2
16 74 74 0
17 70 78 8
18 64 68 4
19 70 74 4
20 66 66 0
21 68 68 0
22 72 72 0
 41

23 66 68 2
24 74 80 6
25 72 74 2
26 78 70 -8
27 72 72 0
28 68 74 6
29 72 70 -2
30 74 74 0
31 72 76 4
32 60 78 18
33 70 72 2
34 66 72 6
35 76 76 0
36 74 78 4
37 70 76 6
38 72 74 3
39 64 60 -4
40 76 80 4
Σ n = 40 Σ Y0 =2836 Σ Y1 =2922 Σ Y2 =87
AVERAGE 70,90 73,05 2,175
MAX 78 80 18
MIN 60 60 -8

𝑌0 2836
M pre-test = = = 70.90
𝑁 40
𝑌1 2922
M post-test = = = 73.05
𝑁 40
𝑌2 87
M gained score = = = 2.175
𝑁 40

From the Table 4.2 above, the score of pre-test and post-test of controlled
class showed that the highest score on the pre-test was 78 and the lowest score was 60
with the average of 70.90. Then, the average of the post-test was 73.05. The highest
score of post-test was 80 while the lowest score was 60. It can be seen that the
controlled class only gained score about 2.175 points.
 42

B. Analysis of the Data

Before calculating t-test, the writer tested normality and homogeneity
of the data. The table as follows:
1. Test of Normality
PRE-TEST

Table 4.3
Tests of Normality

Shapiro-Wilk
PRETEST
Statistic df Sig.
EXPERIMENTAL ,958 40 ,144
CONTROLLED ,951 40 ,082

From the Table 4.3, it can be seen that the value of normality in pre-
test of the experiment class is 0.144 with significant 0.05. It means the data
of pre-test in the experiment class is normal because the value of pre-test
experiment class is bigger that the significant 0.05 (0.144 > 0.05).
Meanwhile, the value of normality in pre-test of controlled class is 0.82 with
significant 0.05. It means the data of pre-test in the controlled class is normal
because the value is bigger than significant 0.05 (0.82 > 0.05).

POST-TEST

Table 4.4
Tests of Normality

POSTTEST Shapiro-Wilk
Statistic df Sig.
EXPERIMENTAL ,958 40 ,144
CONTROLLED ,950 40 ,073
 43

From the Table 4.4, it can be seen that the value of normality in post-
test of the experiment class is 0.144 with significant 0.05. It means the data
of post-test in the experiment class is normal because the value of pre-test
experiment class is bigger that the significant 0.05 (0.144> 0.05).
Meanwhile, the value of normality in post-test of controlled class is 0.073
with significant 0.05. It means the data of post-test in the controlled class is
normal because the value is bigger than significant 0.05 (0.73 > 0.05).

2. Test of Homogeneity
PRE-TEST

Table 4.5
Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

3,965 1 78 ,050

From the Table 4.5, it can be seen that the value of homogeneity in
pre-test is 0.050 with significant 0.05. It means the data of pre-test is
homogeny because the value of pre-test is equal with the significant 0.05
(0.050 > 0.05).

POST-TEST
Table of 4.6
Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

,486 1 78 ,488
 44

From the Table 4.6, it can be seen that the value of homogeneity in
post-test is 0.488 with significant 0.05. It means the data of post-test is
homogeny because the value of post-test is bigger that the significant 0.05
(0.488 > 0.05)
C. Hypotheses Testing
After calculating the normality and homogeneity, the writer calculated
the t value of the observation, the writer would like to calculate gain (d).

Table 4.7
The Result of Comparison of the Experiment Class and Controlled Class
x y
Experiment Controlled
Students x2 y2
Class (X) Class (Y) (X - MX) (Y - MY)
1 10 0 1 -2.175 1 4,73

2 10 2 1 -0.175 1 0,03

3 10 0 1 -2.175 1 4,73

4 6 6 -3 3.825 9 14.63

5 8 0 -1 -2.175 1 4,73

6 4 2 -5 -0.175 25 0,03

7 2 0 -7 -2.175 49 4,73

8 6 4 -3 1,825 9 3,33

9 10 0 1 -2.175 1 4,73

10 8 -4 -1 -6.175 38,13
1
11 6 4 -3 1,825 9 3,33

12 8 6 -1 3.825 1 14.63
 45

13 14 -2 5 -4.175 25 17,43

14 10 2 1 -0.175 1 0,03

15 12 2 3 -0.175 9 0,03

16 12 0 3 -2.175 9 4,73

17 0 8 -9 5.825 81 33,93

18 11 4 2 1,825 4 3,33

19 12 4 3 1,825 9 3,33

20 12 0 3 -2.175 9 4,73

21 12 0 3 -2.175 9 4,73

22 13 0 4 -2.175 16 4,73

23 14 2 5 -0.175 25 0,03

24 10 6 1 3.825 1 14.63

25 8 2 -1 -0.175 1 0,03

26 4 -8 -5 -10.175 25 103,53

27 14 0 5 -2.175 25 4,73

28 12 6 3 3.825 9 14.63

29 12 -2 3 -4.175 9 17,43

30 8 0 -1 -2.175 1 4,73

31 10 4 1 1,825 1 3,33

32 10 18 1 15.825 1 250,43

33 10 2 1 -0.175 1 0,03

34 10 6 1 3.825 1 14.63
 46

35 10 0 1 -2.175 1 4,73

36 6 4 -3 1,825 9 3,33

37 8 6 -1 3.825 1 14.63

38 4 3 -5 0,825 25 0,68

39 8 -4 -1 -6.175 1 38,13

40 6 4 -3 1,825 9 3,33

∑X = 360 ∑ Y = 87 ∑x = 0 ∑y =-13586 ∑x2=426 ∑y2= 935.79

The formula of T-test was expressed as follows:

𝑀1 − 𝑀2
𝑡𝑜 =
𝑆𝐸𝑀1 − 𝑀2
The calculation can be seen as follows:
1. Determining Mean of variable X:
𝑋 360
𝑀1 = = =9
𝑁1 40
2. Determining Mean of variable Y:
𝑌 87
𝑀2 = = = 2.175
𝑁2 40

3. Determining Standard of Deviation Score of Variable X:

2
𝑥 426
𝑆𝐷1 = = = 10.65 = 3.26
𝑁1 40

4. Determining Standard of Deviation Score of Variable Y:

2
𝑦 935.79
𝑆𝐷2 = = = 23.394 = 4.83
𝑁2 40
 47

5. Determining Standard Error Mean of Variable X:

𝑆𝐷1 3.26 3.26
𝑆𝐸𝑀1 = = = = 0.52
𝑁1 − 1 40 − 1 39

6. Determining Standard Error Mean of Variable Y:

𝑆𝐷2 4.83 4.83
𝑆𝐸𝑀2 = = = = 0.77
𝑁2 − 1 40 − 1 39

7. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

𝑆𝐸𝑀1 − 𝑀2 = 𝑆𝐸𝑀1 2 + 𝑆𝐸𝑀2 2

= 0.522 + 0.772 = 0.2704 + 0.5929

= 0.863
= 0.92
8. Determining to with formula:
𝑀1 − 𝑀2
𝑡𝑜 =
𝑆𝐸𝑀1 − 𝑀2

9 − 2.175
=
0.92

6.825
=
0.92
= 7.418
 48

9. Determining Degrees of Freedom (df), with formula:

𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2
= 40 + 40 − 2 = 78
The value of df 78 at the degrees of significance 0,01 is 2,640, and significance
0,05 is 1,991.

From the result of statistical calculation above, it can be seen that the
value of t0 or ttest is 7.418 and the degree of freedom (df) was 78. The value of
t in the degree of freedom of 78 and at the degree of significance 1% or ttable of
df 78 with ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640, and the degree of
significance 5% with t(1-½ɑ) or t(0,975) is 1,991. Based on the result, it can be
seen that Ha is accepted because tobserve is higher than ttable.

10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:
a. Ho (Null Hypothesis) : Board game has no significant effectiveness in
teaching speaking
b. Ha (Alternative Hypothesis) : Board game has significant effectiveness in
teaching speaking.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is
rejected.
2. If t-test (to) > t-table (tt) in significant degree of 0.01, Ha (the alternative
hypothesis) is accepted.

D. Interpretation of the Data

Based on the formula above, the result of the statistic calculation

indicated that the value of 𝑡𝑜 = 7.418 and the value of df (degree of freedom) 78
with significance 1% is 2,640. The result showed that t-test (to) > t-table (tt)
 49

(7.418>2,640). It means that t-test was higher than t-table. Since 𝑡𝑜 score in the
table is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 score obtain from the result of calculating, so the
alternative hypothesis (𝐻𝑎 ) is accepted and the null hypothesis (𝐻𝑜 ) is rejected.
Based on the explanation about the result on the table above, the writer
can conclude that using board games in teaching speaking is success in
increasing students’ score in speaking skill. From the data above, students’
score can be increased after the use of board games. Moreover, it can be said
that using board games affects students’ achievement in speaking score.
By using board games, it is significant in teaching speaking compared
to the use of other technique that currently used by the teacher on SMAN 1
Parung at the first grade students. It can be inferred that there is significant
difference between students’ speaking score who were taught by using board
games and who were taught without board games. The effectiveness of using
board games towards students’ speaking skill can be seen from the score of
experimental class students that increased after board game was applied in the
class.
The finding of this research supports and proves the idea as what is
stated by Wright 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.1 By interacting and communicating each other through board
games, the students can learn easily, and it can improve the students’ score in
speaking skill. By improving their score in speaking, automatically the students
improve their English as a foreign language. It is in same line with the
statement Alderson and Bachman that state the ability to speak in a foreign
language is at the very heart of what it means to be able to use a foreign
language.2

1
Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge:
Cambridge University Press. 2006), p.1
2
Sari Luoma, Assesing Speaking. (UK: Cambridge University Press, 2004), p.x.
 50

Through applying educational board games, it could increase

their curiosity and creativity of the students. The learners can take turns
producing a sentence each around the group, or can call on each other.
Educational board games are the best solution for teacher problem. In
addition, board games are very attractive and interesting games. It is
proved the statement from Yen-Hui Wang in her journal that teaching
English through game-like activities can cheer up the class and make
language learning more pleasurable and easier to learn.3
It is effective and appropriate to use since it can be applied in
groups so the students can express their idea using English with their
friends in fun way. By learning in groups, students can build the
characters of working cooperatively, be self-confident, creative,
responsible, honest, and passionate in learning. The effectiveness of
using board game is supported by previous finding conducted by
Susanti4. She developed a board game for vocabulary learning of senior
high school students. The result showed that the students were interested
in playing the board game for English vocabulary learning. Since it is
about vocabulary mastery, the writer proved that board game is also
effective to be applied towards students’ speaking skill.
Based on those theories, they strengthen this result that board
game is effective towards students’ speaking skill at the tenth grade
students of senior high school.

3
Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English
in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1
March 2010, p.133.
4
Susanti, D. “A Board Game for Vocabulary Learning of Grade X Senior High School
Students”, in Nuzulia Mega Jayanti and Arwijati Murdibjono., Developing a Board Game for
Speaking Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri
Malang.2012), p.2
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the result of using T-test formula, it can be interpreted
that from the result of the analysis of the research, it is proven that the
students’ score of speaking after taught by using board games is better than
before taught by board games. It can be seen from the score of to is higher
than ttable. From the result of statistical calculation, it can be seen that the
value of to or ttest is 7.418 and the degree of freedom (df) was 78. The value
of t in the degree of freedom of 78 and at the degree of significance 1% or
ttable of df 78 ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640.
The result showed that t-test (to) > t-table (tt) (7.418>2.640). It
means that Ho is rejected and Ha is accepted. So the writer concluded that
using board game is effective towards students’ speaking skill.

B. Suggestion
Based on the writer’s research and observation, she assumes that
using communicative games like board game is appropriate and applicable
in teaching speaking English to a foreign language learner. Therefore, she
suggests that the English teacher should make a creative and effective
method in teaching speaking. She also suggests that the teacher can try to
use the board game as a proper technique for classroom activities in
speaking English especially.
By using board games, it can make the students be more confident
to use English in their activities, be easier in understanding a new
language, and be more interactive each other in the classroom. The success
in teaching doesn’t depend on the lesson program only, but more
importantly is how the teacher can present the lesson and use various
techniques to manage the class more lively and enjoyable. Being aware

51
 52

that speaking is important in global communication, the students should be

trained to be confident to speak up their ideas in English fluently and
understandable to reach communicative classroom activities.
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Richards, Jack C and Renandya, Willy A. Methodology in Language Teaching:

Anthology of Current Practice. New York: Cambridge University Press,
2002.

Savignon, Sandra J. (eds). Interpreting Communicative Language Teaching.

London: Yale University, 2002.

Savignon, Sandra J. Communicative Competence: Theory and Classroom Practice.

New York: Addison Wesley, Inc., 1983.

Snow, Don. From Language Learner to Language Teacher. Virginia:Teacher of

English to Speakers of Other Language, Inc, 2007.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,

2011.

Tarigan, Henry Guntur. Berbicara Sebagai Suatu Keterampilan Berbahasa.

Bandung: Angkasa, 2008.

Wang, Yen-Hui. Using Communicative Language Games in Teaching and Learning

English in Taiwanese Primary Schools. Journal of Engineering Technology
and Education, Vol. 7, No.1 March 2010.

Littlewood, William. Communicative Language Teaching: An Introduction.

Cambridge: Cambridge University Press, 2002.
 55

Wright, Andrew, Betteridge D, and Buckby M, Games for Language Learning.

Cambridge: Cambridge University Press. 2006.

http://en.wikipedia.org/wiki/Board_game. Retrieved 22 January 2012


Table of Research Activities
Time
th th
6 until 7 October 2014
8 th October2014
15th and 17th October 2014
29th until 31st October 2014
5th until 19th November 2014
th th
25 and 29 November 2014
30th November 2014
APPENDIX 1
Activity
The observation at the first grade of SMAN
1 Parung
Asking permission and dealing with school
Conducting an observation toward students
and teacher
Conducting oral test (pre-test) both in the
experimental and control class
Teaching speaking using Board Games as
media of teaching (twice meeting in a week)
Conducting oral test (post-test) both in the
experimental and control class
Comparing the score between the pre-test
and post-test both in the experiment class
and control class
56
 APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EKSPERIMEN

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Berbicara (Speaking)
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke- :1

A. Kompetensi Inti
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
 4.1 : Menyusun teks lisan dan tulis sederhana, untuk menyebutkan jati diri,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai dengan konteks
C. Indikator
1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati
diri
2. Siswa mampu menperkenalkan sendiri dan orang lain
3. Siswa mampu menanyakan tentang perkenalan jati diri
4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri
5. Siswa mampu mengkomunikasikan bahasa dalam memperkenalkan diri
sendiri dan orang lain dalam kehidupan sehari-hari

57
 58

D. Tujuan Pembelajaran
Dengan menggunakan teknik permainan board games siswa diharapkan
1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan
jati diri
2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi
sehari-hari
3. Dapat meningkatkan penilaian kemampuan berbicara siswa.

E. Materi
 Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan
merespon perkenalan jati diri
 Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
 Ungkapan : My name… She is… I’m… My fav food… my father is…dan
semacamnya
 Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan
kekerabatan, profesi pekerjaan, kata kerja dalam simple present tense: be,
have dalam simple present tense, Kata tanya What? Who?
Which?Where,Ucapan, tekanan kata, intonasi, ejaan, struktur, gramatikal

F. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)
Teknik : Permainan Papan (Board Games)

G. Media dan Sumber Belajar

1. Media Belajar
a. Komputer/Laptop
b. Projector/ OHP
c. Lembar Permainan Papan (Board games)
2. Sumber Belajar
 59

a. Buku bahasa Inggris yang relevan

H. Langkah-langkah Pembelajaran
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- memberi salam kepada - membalas salam guru
siswa
- mengajak siswa berdoa - berdoa bersama dengan
guru 10’
- mengecek kehadiran siswa - menyatakan kehadirannya
dengan berkata, “I am
here.”

2) Kegiatan Inti

Guru Siswa Waktu

a. Mengamati (Observing)
- mengkondisikan siswa untuk - siap mengikuti pelajaran
siap mengikuti pelajaran tentang perkenalan jati
dengan menunjukkan gambar diri
tentang seseorang yang
mendeskripsikan tentang
dirinya
- memberikan sejumlah - menjawab pertanyaan guru
pertanyaan berkaitan dengan berkaitan dengan
perkenalan jati diri perkenalan jati diri 15’
- menjelaskan tentang aspek- - memperhatikan, bertanya,
aspek yang ada dalam dan merespon tentang
perkenalan jati diri aspek-aspek perkenalan
jati diri
- Memperdengarkan - Mendengarkan percakapan
percakapan tentang tentang perkenalan jati
perkenalan jati diri dan diri dan menjawab
meminta siswa menjawab pertanyaannya
 60

pertanyaannya
- Memperdengarkan ungkapan
tentang perkenalan jati diri
dan meminta siswa
meresponnya
- Merespon ungkapan
perkenalan jati diri dari
teks yang diperdengarkan

b. Mempertanyakan (Questioning)
- memberikan kesempatan - Membaca tentang
untuk siswa berdiskusi perbedaan antara berbagai
tentang perbedaan antara perkenalan jati diri dalam
berbagai perkenalan jati diri bahasa Inggris,
dalam bahasa Inggris, perbedaannya dengan yang
perbedaannya dengan yang ada dalam bahasa
ada dalam bahasa Indonesia. Indonesia.
- memberikan kesempatan - berdiskusi dengan teman
untuk siswa memberitahukan kelompok dan
hasil perbedaan diskusi yang memberitahukan hasil
dilakukan diskusi tentang perkenalan 15’
jati diri secara lisan
- memberikan kesempatan - bertanya tentang berbagai
untuk siswa bertanya tentang konteks perkenalan jati
pengucapan dan isi teks yang diri
berisi perkenalan jati diri
dengan memperdengarkan
percakapan perkenalan jati
diri dan menjawab
pertanyaannya
- memberikan kesempatan - Membaca contoh-contoh
untuk siswa mempelajari bacaan tentang perkenalan
contoh-contoh perkenalan jati diri
jati diri
c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),
Mengkomunikasikan (Communicating)
- memberikan permainan - bermain permainan papan
papan (board games) (board games)
40’

3) Kegiatan Penutup
Guru
- memberi panduan
menyimpulkan hasil
pembelajaran
- meminta siswa
menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- memberikan penugasan
terstruktur individu dengan
membaca pelajaran
berikutnya
- menyampaikan rencana
kegiatan pertemuan
berikutnya
Guru Pamong
Emi Maryani, S.Pd
61
Siswa Waktu
- dengan panduan guru
menyimpulkan hasil
pembelajaran
- menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- membaca pelajaran 10’
berikutnya
- mendengarkan penjelasan
guru tentang rencana
kegiatan pertemuan
berikutnya
Parung, November 2014
Praktikan
Rizky Amalia Azzahroh
 62

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EKSPERIMEN

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Berbicara (Speaking)
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke- :2

I. Kompetensi Inti
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
J. Kompetensi Dasar

4.2 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,
tempat wisata, dan bangunan bersejarah terkenal, dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara
benar dan sesuai dengan konteks.

K. Indikator
6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text
7. Siswa mampu mendeskripsikan sendiri dan orang lain
8. Siswa mampu menanyakan tentang descriptive text
9. Siswa mampu merespon pertanyaan tentang descriptive text
10. Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan
diri sendiri dan orang lain dalam kehidupan sehari-hari
 63

L. Tujuan Pembelajaran
Dengan menggunakan teknik permainan board games siswa diharapkan
4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive
text
5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi
sehari-hari
6. Dapat meningkatkan penilaian kemampuan berbicara siswa.

M. Materi
 Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan
merespon descriptive text
 Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
 Ungkapan : She has… She is like… I’m… I am like… my father has…dan
semacamnya
 Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan
kekerabatan, profesi pekerjaan, mempelajari jenis kata sifat, kata kerja dalam
simple present tense: be, have dalam simple present tense, Kata tanya What?
Who? Which?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi

N. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)
Teknik : Permainan Papan (Board Games)

O. Media dan Sumber Belajar

3. Media Belajar
d. Komputer/Laptop
e. Projector/ OHP
f. Lembar Permainan Papan (Board games)
4. Sumber Belajar

b. Buku bahasa Inggris yang relevan
P. Langkah-langkah Pembelajaran
4) Kegiatan Pendahuluan
Guru
- memberi salam kepada
siswa
- mengajak siswa berdoa
- mengecek kehadiran siswa
5) Kegiatan Inti
Guru
a. Mengamati (Observing)
- mengkondisikan siswa untuk - siap mengikuti pelajaran
siap mengikuti pelajaran
dengan menunjukkan gambar
tentang seseorang yang
mendeskripsikan tentang
dirinya
- memberikan sejumlah - menjawab pertanyaan guru
pertanyaan berkaitan dengan
descriptive text
- menjelaskan tentang aspek-
aspek yang ada dalam
descriptive text
- Memperdengarkan
percakapan tentang
descriptive text dan meminta
siswa menjawab
pertanyaannya
- Memperdengarkan ungkapan
tentang descriptive text dan
64
Siswa Waktu
- membalas salam guru
- berdoa bersama dengan
guru 10’
- menyatakan kehadirannya
dengan berkata, “I am
here.”
Siswa Waktu
tentang descriptive text
berkaitan dengan
descriptive text
- memperhatikan, bertanya, 15’
dan merespon tentang
aspek-aspek descriptive
text
- Mendengarkan percakapan
tentang descriptive text
dan menjawab
pertanyaannya
- Merespon ungkapan
descriptive text dari teks

meminta siswa meresponnya
b. Mempertanyakan (Questioning)
- memberikan kesempatan
untuk siswa berdiskusi
tentang perbedaan antara
berbagai descriptive text
dalam bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa Indonesia.
- memberikan kesempatan
untuk siswa memberitahukan
hasil perbedaan diskusi yang
dilakukan
- memberikan kesempatan
untuk siswa bertanya tentang
pengucapan dan isi teks yang
berisi descriptive text dengan
memperdengarkan
percakapan descriptive text
dan menjawab pertanyaannya
- memberikan kesempatan
untuk siswa mempelajari
contoh-contoh descriptive
text
c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),
Mengkomunikasikan (Communicating)
- memberikan permainan
papan (board games)
65
yang diperdengarkan
- Membaca tentang
perbedaan antara berbagai
descriptive text dalam
bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa
Indonesia.
- berdiskusi dengan teman
kelompok dan
memberitahukan hasil 15’
diskusi tentang descriptive
text secara lisan
- bertanya tentang berbagai
konteks descriptive text
- Membaca contoh-contoh
bacaan tentang descriptive
text
- bermain permainan papan
(board games)
40’

6) Kegiatan Penutup
Guru
- memberi panduan
menyimpulkan hasil
pembelajaran
- meminta siswa
menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- memberikan penugasan
terstruktur individu dengan
membaca pelajaran
berikutnya
- menyampaikan rencana
kegiatan pertemuan
berikutnya
Guru Pamong
Emi Maryani, S.Pd
66
Siswa Waktu
- dengan panduan guru
menyimpulkan hasil
pembelajaran
- menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- membaca pelajaran 10’
berikutnya
- mendengarkan penjelasan
guru tentang rencana
kegiatan pertemuan
berikutnya
Parung, November 2014
Praktikan
Rizky Amalia Azzahroh
 APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS KONTROL

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Berbicara (Speaking)
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke- :1

A. Kompetensi Inti
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
4.1 : Menyusun teks lisan dan tulis sederhana, untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
C. Indikator
1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati
diri
2. Siswa mampu memperkenalan jati diri sendiri dan orang lain
3. Siswa mampu menanyakan tentang perkenalan jati diri
4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri
5. Siswa mampu mengkomunikasikan bahasa dalam perkenalan jati diri sendiri
dan orang lain dalam kehidupan sehari-hari

67
 68

D. Tujuan Pembelajaran
Dengan menggunakan teknik flash card siswa diharapkan
1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan
jati diri
2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi
sehari-hari
3. Dapat meningkatkan penilaian kemampuan berbicara siswa.

E. Materi
 Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan
merespon perkenalan jati diri
 Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
 Ungkapan : My name is… I live in… I’m from… my school is… my father
is…dan semacamnya
 Unsur Kebahasaan : Kata terkait dengan perkenalan jati diri, hubungan
kekeluargaan dan kekerabatan, profesi pekerjaan, , kata kerja dalam simple
present tense: be, have dalam simple present tense, Kata tanya What? Who?
Where?,Ucapan, tekanan kata, intonasi, ejaan.
F. Pendekatan dan Metode Pembelajaran
Metode : CLT (Communicative Language Teaching)
Teknik : Dialog berpasangan
G. Media dan Sumber Belajar
1. Media Belajar
a. Komputer/Laptop
b. Projector/ OHP
c. Flash card tentang perkenalan jati diri
2. Sumber Belajar
a. Buku bahasa Inggris yang relevan

H. Langkah-langkah Pembelajaran
1) Kegiatan Pendahuluan
Guru
- memberi salam kepada
siswa
- mengajak siswa berdoa
- mengecek kehadiran siswa
2) Kegiatan Inti
Guru
a. Mengamati (Observing)
- mengkondisikan siswa untuk - siap mengikuti pelajaran
siap mengikuti pelajaran
dengan menunjukkan gambar
tentang seseorang yang
memperkenalkan tentang
dirinya
- memberikan sejumlah - menjawab pertanyaan guru
pertanyaan berkaitan dengan
perkenalan jati diri
- menjelaskan tentang aspek-
aspek yang ada dalam
perkenalan jati diri
- Memperdengarkan
percakapan tentang
perkenalan jati diri dan
meminta siswa menjawab
pertanyaannya
- Memperdengarkan ungkapan
tentang perkenalan jati diri
69
Siswa Waktu
- membalas salam guru
- berdoa bersama dengan
guru 10’
- menyatakan kehadirannya
dengan berkata, “I am
here.”
Siswa Waktu
tentang perkenalan jati diri
berkaitan dengan
perkenalan jati diri
- memperhatikan, bertanya, 15’
dan merespon tentang
aspek-aspek perkenalan
jati diri
- Mendengarkan percakapan
tentang perkenalan jati diri
dan menjawab
pertanyaannya
- Merespon ungkapan
perkenalan jati diri dari

dan meminta siswa
meresponnya
b. Mempertanyakan (Questioning)
- memberikan kesempatan
untuk siswa berdiskusi
tentang perbedaan antara
berbagai perkenalan jati diri
dalam bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa Indonesia.
- memberikan kesempatan
untuk siswa memberitahukan
hasil perbedaan diskusi yang
dilakukan
- memberikan kesempatan
untuk siswa bertanya tentang
pengucapan dan isi teks yang
berisi perkenalan jati diri
dengan memperdengarkan
percakapan perkenalan jati
diri dan menjawab
pertanyaannya
- memberikan kesempatan
untuk siswa mempelajari
contoh-contoh perkenalan jati
diri
c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),
Mengkomunikasikan (Communicating)
- Membagikan flash card
untuk panduan membuat
dialog tentang perkenalan
jati diri
- Memberi waktu kepada
siswa untuk membuat
dialog secara berpasangan
- Meminta siswa untuk
70
teks yang diperdengarkan
- Membaca tentang
perbedaan antara berbagai
perkenalan jati diri dalam
bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa
Indonesia.
- berdiskusi dengan teman
kelompok dan
memberitahukan hasil
diskusi tentang perkenalan 15’
jati diri secara lisan
- bertanya tentang berbagai
konteks perkenalan jati diri
- Membaca contoh-contoh
bacaan tentang perkenalan
jati diri
- Mencari pasangan untuk
membuat dialog
- Membuat dialog tentang
perkenalan jati diri secara 40’
berpasangan
- Mempraktekan dialog
secara berpasangan

mempraktekan dialog yang
sudah dibuat ke depan kelas
secara berpasangan
3) Kegiatan Penutup
Guru
- memberi panduan
menyimpulkan hasil
pembelajaran
- meminta siswa
menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- memberikan penugasan
terstruktur individu dengan
membaca pelajaran
berikutnya
- menyampaikan rencana
kegiatan pertemuan
berikutnya
Guru Pamong
Emi Maryani, S.Pd
71
Siswa Waktu
- Dengan panduan guru
menyimpulkan hasil
pembelajaran
- menyampaikan pendapat
atau perasaan atas
pembelajaran yang
dilakukan
- membaca pelajaran 10’
berikutnya
- mendengarkan penjelasan
guru tentang rencana
kegiatan pertemuan
berikutnya
Parung, November 2014
Praktikan
Rizky Amalia Azzahroh
 72

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS KONTROL

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Berbicara (Speaking)
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke- :2

I. Kompetensi Inti
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
J. Kompetensi Dasar
4.2. : Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,
tempat wisata, dan bangunan bersejarah terkenal, dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara
benar dan sesuai dengan konteks.

K. Indikator
6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text
7. Siswa mampu mendeskripsikan diri sendiri dan orang lain
8. Siswa mampu menanyakan tentang descriptive text
9. Siswa mampu merespon pertanyaan tentang descriptive text
10. Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan
diri sendiri dan orang lain dalam kehidupan sehari-hari
 73

L. Tujuan Pembelajaran
Dengan menggunakan teknik dialog berpasangan siswa diharapkan:
4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive
text
5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi
sehari-hari
6. Dapat meningkatkan penilaian kemampuan berbicara siswa.

M. Materi
 Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan
merespon descriptive text
 Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
 Ungkapan : I am like… I have… my hair is… my school is… my father
has…dan semacamnya
 Unsur Kebahasaan : Kata terkait dengan descriptive text, hubungan
kekeluargaan dan kekerabatan, profesi pekerjaan, kata sifat, kata kerja dalam
simple present tense: be, have dalam simple present tense, Kata tanya What?
Who? Which?How?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan
yang rapi

N. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)
Teknik : Dialog berpasangan

O. Media dan Sumber Belajar

3. Media Belajar
d. Komputer/Laptop
e. Projector/ OHP
f. Gambar

4. Sumber Belajar
b. Buku bahasa Inggris yang relevan
P. Langkah-langkah Pembelajaran
4) Kegiatan Pendahuluan
Guru
- memberi salam kepada
siswa
- mengajak siswa berdoa
- mengecek kehadiran siswa
5) Kegiatan Inti
Guru
a. Mengamati (Observing)
- mengkondisikan siswa untuk - siap mengikuti pelajaran
siap mengikuti pelajaran
dengan menunjukkan gambar
tentang seseorang yang
mendeskripsikan tentang
dirinya
- memberikan sejumlah - menjawab pertanyaan guru
pertanyaan berkaitan dengan
descriptive text
- menjelaskan tentang aspek-
aspek yang ada dalam
descriptive text
- Memperdengarkan
percakapan tentang
descriptive text dan meminta
siswa menjawab
pertanyaannya
- Memperdengarkan ungkapan
tentang descriptive text dan
74
Siswa Waktu
- membalas salam guru
- berdoa bersama dengan
guru 10’
- menyatakan kehadirannya
dengan berkata, “I am
here.”
Siswa Waktu
tentang descriptive text
berkaitan dengan
descriptive text
- memperhatikan, bertanya, 15’
dan merespon tentang
aspek-aspek descriptive
text
- Mendengarkan percakapan
tentang descriptive text
dan menjawab
pertanyaannya
- Merespon ungkapan
descriptive text dari teks

meminta siswa meresponnya
b. Mempertanyakan (Questioning)
- memberikan kesempatan
untuk siswa berdiskusi
tentang perbedaan antara
berbagai descriptive text
dalam bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa Indonesia.
- memberikan kesempatan
untuk siswa memberitahukan
hasil perbedaan diskusi yang
dilakukan
- memberikan kesempatan
untuk siswa bertanya tentang
pengucapan dan isi teks yang
berisi descriptive text dengan
memperdengarkan
percakapan descriptive text
dan menjawab pertanyaannya
- memberikan kesempatan
untuk siswa mempelajari
contoh-contoh descriptive
text
c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),
Mengkomunikasikan (Communicating)
- Membagikan flash card
untuk panduan membuat
dialog tentang descriptive
text
- Memberi waktu kepada
siswa untuk membuat
dialog secara berpasangan
- Meminta siswa untuk
mempraktekan dialog yang
sudah dibuat ke depan kelas
75
yang diperdengarkan
- Membaca tentang
perbedaan antara berbagai
descriptive text dalam
bahasa Inggris,
perbedaannya dengan yang
ada dalam bahasa
Indonesia.
- berdiskusi dengan teman
kelompok dan
memberitahukan hasil 15’
diskusi tentang descriptive
text secara lisan
- bertanya tentang berbagai
konteks descriptive text
- Membaca contoh-contoh
bacaan tentang descriptive
text
- Mencari pasangan untuk
membuat dialog
- Membuat dialog tentang
descriptive text secara
berpasangan 40’
- Mempraktekan dialog
secara berpasangan
 76

secara berpasangan

6) Kegiatan Penutup
Guru Siswa Waktu
- memberi panduan - Dengan panduan guru
menyimpulkan hasil menyimpulkan hasil
pembelajaran pembelajaran
- meminta siswa - menyampaikan pendapat
menyampaikan pendapat atau perasaan atas
atau perasaan atas pembelajaran yang
pembelajaran yang dilakukan
dilakukan
- memberikan penugasan - membaca pelajaran 10’
terstruktur individu dengan berikutnya
membaca pelajaran
berikutnya

- menyampaikan rencana - mendengarkan penjelasan

kegiatan pertemuan guru tentang rencana
berikutnya kegiatan pertemuan
berikutnya

Parung, November 2014

Guru Pamong Praktikan

Emi Maryani, S.Pd Rizky Amalia Azzahroh

 APPENDIX 4

INSTRUMENT OF PRE-TEST AND POST-TEST

PRE-TEST

A. Oral Test (5-10 minutes)

Interview
1. Introduction of themselves
1. How do you do? 5. What do you do?
2. How’s everything? 6. Where do you live?
3. What is your name? 7. Who do you live with?
4. Where were you born? 8. What do you do in your free time?

Monolog Test
2. Brief Introduction
3. Telling about daily activities

B. Media
1. Laptop
2. Paper
3. Pen
4. Recorder

77
 78

POST-TEST

A. Oral Test (5-10 minutes)

Interview
A. Description
1. What kind of Personality do you have?
2. How do you describe about yourself?
3. Can you describe about your sibling?
4. What kind of men/women do you like?
5. Why do you like your favorite artist?
6. How is your dream house?
7. How do you picture your future life?
8. Who is your best inspiration? Describe!

Monolog Test
1. Brief Introduction
2. Describe about this picture!
3. Describe about your daily activities!
4. Describe about your house!
5. Describe about your pet!
6. Describe about your hometown!
7. Describe about your environment!
8. Describe about your class!

B. Media
1. Laptop
2. Paper
3. Pen
4. Recorder
 APPENDIX 5
40
Let us know
41 42
What do
43
Tell
44
Choose
45
It’s not
46
Promote
47
What do
48 Teach your
friend to say; a
Congrat!
about your
daily
What is the
best thing in
you know
about your
about
your good
your
friend to
good. Back
to numb 34
about your
phone;type
you think
about this
big black bug
bit a big black
You
activities! your face? English brother! do number and good school? dog on his big FINISH
teacher? 36! application black nose
39 38 37 36 35 34 33 32 31 30
What do you Tell about How is Tell about What are
What is your think about your fav’ the way your you going to Who is Tell about Where and with Tell about your
favorite friendship? travelling you go to future do in the your best your whom do you parents!
number? destination school? job! future? friend? chairmate! live?
Why? Why?
20 21 22 23 24 25 26 27 28 29 How many
What do you Oops! What is Tell us What is brother and
know about Who are in Sorry, your Explain about your the best Ask your sister do you
Tell about his/her in your back to reason to about your favorite. thing in friends where have?mention
your dream your right? group? number 5 school hobby! food your life? they live! their names!
jobs! here?
and
19 18 17 16 15 14 13 12 11 10
Tell us about Let us Your Great! Let us Ask your
Tell about your pet! Who is know friends Where is Congratula know about friends about What are you
your family in your about ask you your tion. Up to your their hobby! doing in your
home! favorite your about your hometown? number 25! favorite spare time?
artist? favorite home Tell us!  teacher!
Why? food!
START 1 2 3
Tell
4
Mention
5 6
Ask your
7 8 9
Who is in your
Greet to Ask your about your Make a friends’ Let Tell about your left side?
your friends! friends your number brief condition introduce school and class! Tell us about
what their place and phone! introduction! today! yourself! her/him!
names are! date of 5sentences
birth!
80
 APPENDIX 5

Board Games Design

48 47 46 45 44 43 42 41
Describe Describe 1 of Tell us Go describe You meet Tell us
CONGRATU- this! your friend about the backward one thing people that is about
LATION that is in best in three until your really same your
your next clothes columns friend can with your favorite
group you like to guess mom! idol!
wear! correctly!
33 34 35 36 37 38 39 40
Tell about Describe Describe Mention 5 Mention Describe Go backward Tell your
your about your about this nouns from some about the in three friend
favorite house! place! this picture criterion people you columns! about the
teacher! of your love so beauty of
partner much! your
country!

32 31 30 29 28 27 26 25
Announce Back ward in Describe this What is the Ask your Describe Describe Tell your
that your two columns actor in 5 criteria of friends about you about your friend
friend is sentence beauty! about the most favorite place about the
missing! their hated to refreshing! beauty of
opinion people! your
about country!
you!
17 18 19 20 21 22 23 24
Go forward Tell as about Describe this describe Describe Announce Tell about Tell about
in 5 your best animal! one thing your chair this missing your favorite your
columns! friend in JHS! until your mate in 5 people! destination friend
friend can sentence! place! changing
guess after three
correctly! years!

16 15 14 13 12 11 10 9
You meet Tell about Describe Mention 7 Describe You meet Take a Describe
somebody your favorite about your words of your somebody picture with this
that is like animals! sister/ physical friend in who is people close people
you idol! brothers! adjectives! your left almost to you in
side! same like class!
you!

1 2 3 4 5 6 7 8
START Mention Explain Describe Go describe Describe Yesterday
words of yourself in 3 this animal forward one thing about your you meet
adjectives of words ! ! in 5 until your house your
personality ! columns! friend can primary
guess school
correctly friend

79
 APPENDIX 7

THE DATA OF VALIDITY TEST

Students’ Scores of Experimental Class

Students (X) Pre – test Post - test Gained Score
1 50 74 24
2 69 88 19
3 67 74 7
4 46 74 28
5 47 72 25
6 45 59 14
7 59 80 21
8 57 70 13
9 57 73 16
10 47 62 15
11 56 72 16
12 61 72 11
13 49 65 16
14 64 80 16
15 47 63 16
16 35 49 14
17 46 72 26
18 34 49 15
19 61 77 16
20 53 72 19
Σ 1050 1397 347
Mean 52.5 69.85 17.35

85
 86

Students’ Scores of Controlled Class

Students (Y) Pre – test Post - test Gained Score
1 39 55 16
2 69 74 5
3 50 50 0
4 68 80 12
5 41 47 6
6 55 68 13
7 42 57 15
8 46 54 8
9 53 64 11
10 49 60 11
11 42 53 11
12 69 81 12
13 73 77 4
14 77 85 8
15 68 75 7
16 54 58 4
17 50 66 16
18 50 53 3
19 43 52 9
20 47 60 13
Σ 1085 1269 184
Mean 54.25 63.45 9.2
 APPENDIX 8

The Score of Pre-Test and Post-Test

of Experimental Class
STUDENTS SCORE GAIN SCORE
PRE-TEST POST -TEST
1 66 76 10
2 64 74 10
3 70 80 10
4 72 78 6
5 68 76 8
6 68 72 4
7 62 70 2
8 76 82 6
9 70 80 10
10 62 70 8
11 68 74 6
12 68 76 8
13 70 84 14
14 60 70 10
15 64 76 12
16 60 72 12
17 84 84 0
18 57 68 11
19 76 88 12
20 60 72 12
21 62 74 12
22 59 72 13
23 60 74 14
24 64 74 10
25 72 80 8
26 70 74 4
27 68 82 14
28 62 74 12
29 64 76 12
30 72 80 8
31 72 82 10
32 66 76 10
33 66 76 10
34 64 74 10
35 70 80 10
36 72 78 6

87
 88

37 68 76 8
38 68 72 4
39 62 70 8
40 76 82 6
Σ n = 40 Σ X0 =2682 Σ X1 =3048 Σ X2 =360
AVERAGE 67,05 76,20 9
MAX 84 88 14
MIN 57 68 0
 89

The Score of Pre-Test and Post-Test

of Controlled Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST
1 74 74 0
2 70 72 2
3 76 76 0
4 74 80 6
5 70 70 0
6 72 74 2
7 68 68 0
8 72 76 4
9 74 74 0
10 76 72 -4
11 68 72 4
12 64 70 6
13 70 68 -2
14 72 74 2
15 76 78 2
16 74 74 0
17 70 78 8
18 64 68 4
19 70 74 4
20 66 66 0
21 68 68 0
22 72 72 0
23 66 68 2
24 74 80 6
25 72 74 2
26 78 70 -8
27 72 72 0
28 68 74 6
29 72 70 -2
30 74 74 0
31 72 76 4
32 60 78 18
33 70 72 2
34 66 72 6
35 76 76 0
 90

36 74 78 4
37 70 76 6
38 72 74 3
39 64 60 -4
40 76 80 4
Σ n = 40 Σ X0 =2836 Σ X1 =2922 Σ X2 =87
AVERAGE 70,90 73,05 2,175
MAX 78 80 18
MIN 60 60 -8
 APPENDIX 9

1. Test of Normality
PRE-TEST

Table 4.3
Tests of Normality

Shapiro-Wilk
PRETEST
Statistic df Sig.
EXPERIMENTAL ,958 40 ,144
CONTROLLED ,951 40 ,082

POST-TEST

Table 4.4
Tests of Normality

POSTTEST Shapiro-Wilk
Statistic df Sig.
EXPERIMENTAL ,958 40 ,144
CONTROLLED ,950 40 ,073

1. Test of Homogeneity
PRE-TEST

Table 4.5
Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

3,965 1 78 ,050
POST-TEST
Table of 4.6
Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

,486 1 78 ,488
 APPENDIX 10

PICTURES OF STUDENT’S SPEAKING CLASS

BY USING BOARD GAMES ACTIVITIES

Board game Tools

The Board of Board Games

Students and Board Games

Students and Board Games

92