INCREASING STUDENTS’ SPEAKING ABILITY THROUGH

BOARD GAME FOR THE EIGHTH GRADERS

OF SMP NEGERI 2 TAPIAN NAULI

CHAPTER I

INTRODUCTION

A. Background of the Study

Look at the developing science and technology, language has an important
rule for human life, by using language the people will express their ideas,
emotion, and desires, and it is used as a medium to interact with one another, to
fulfil their daily need. English has been the most important language in
international communication. The people all over the world speak the language
when they meet one another in every international meeting, workshop, or
conference. All countries in the world have set the language as one of the
compulsory subject studied at school.
English has many functions, one of them as stated in the 2004 curriculum
that English is means for the students to develop science, technology, culture and
art, and the final objective of teaching and learning process is the students are
expected to master the four skills of language: listening, speaking, reading, and
writing. Teaching and learning will be success if they are supported by some
factors such as the method that is used in teaching English, completeness of
teaching facilitation, interesting media, and condition of school environment.
Indonesia as one of the developing countries has also set its educational
curriculum to include English as a foreign language which is studied from junior
high school up to the university level. Being successful students are not easy, this
fact can be seen mostly at eight grader of SMP NEGERI 2 TAPIAN NAULI,
although they have been studying English for more than a year, but they are still
unable to use English in interacting with their teacher in the classroom.
Speaking is important for them to practice their capability and their
understanding, how to send idea, and how to spell word well; in this case the
students’ motivation and interest are very needed to make the process of their
understanding more easily.

II
 Because of the material of English subject is very variety, so the teachers
are obligated to choose the suitable approach, strategy, and method in order to
achieve the teaching purposes easily, and the media will make the students to be
more motivated to study. The teacher who is able to present the material easily
will be students’ idol. The teacher can use some methods in teaching learning
process to help the students’ understanding about the material that is explained. In
applying method, the teachers have to prepare many things like; teaching material,
classroom management, and many other aspects because using inappropriate
technique can make the students get difficulties in understanding the teacher’s
explanation and it means that the teacher may be failed in teaching them.
To make the students have strong interest in teaching and learning process
especially in learning speaking, the teacher should take the best approach, method,
and strategies. Then, the teacher can use media in teaching of English language,
method are used to help the students for speaking to make interaction between the
teacher and students. Furthermore, the teacher has to prepare the interested aids
before teaching learning process done. In this case, the researcher used board
game as method in teaching learning processes.
The teacher can use board game as method in teaching and learning
processes. According to (Hornby; 1995, p. 486) game is an activity that you do to
have some fun. Board game can be defined as something or an instrument that is
used to attract students’ motivation to follow the teaching and learning process
because board game can make the students more focus in learning, because they
do not feel that they are forced to learn. They also enable learners to acquire new
experiences within a foreign language which are not always possible during a
typical lesson. Board game can be method that will give many advantages for
teacher and the students either.
Method must be able to increase the students’ motivation in learning
English, especially in speaking English. And, method has to be able to
manipulate, see able, listenable, and readable. At last the teacher hopes that
method can motivate his students to speak English to communicate their need
especially in the classroom and in their daily need in general.

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 Board game as a method of intertwinement can build up the students’
motivation and reinforce any language skill as speaking and listening. The
students playing board game in the classroom only for language learning and help
them to increase their speaking skill which they can apply it outside of the
classroom.
Communication is one of the implementation of language function in
society as a means of carrying out the affairs. Students are not easy to speak
English fluently if they only study at school generally, they will get it in real life
listening to the native speaker. But, if the school has certain rule and has good
condition of school environment, so the students can speak English as well.
Speaking is one of four language skills, which is basic function of
language as communication instrument. Students who study at the school which
use certain language will be a good speaker, different from students who study at
the other school. They will get difficulties in using English to speak each other; it
is caused by condition of school environment and media that is used in teaching
them.
B. Focus of the Study
Based on the background of the study above, this study is limited to
find out the increasing of students’ speaking ability through board game. The
subject of the study is the eighth graders of SMP NEGERI 2 TAPIAN NAULI in
the school year 2014/2015.
C. Statement of the Problem
Based on the background above, the problem can be formulated as
follows: “How can board game increase the students’ speaking ability at the
eighth graders of SMP NEGERI 2 TAPIAN NAULI in the school year
2014/2015?’’
D. Purpose of the Study
This study is aimed at finding out the role of board game in increasing
students’speaking ability for the eighth graders of SMP NEGERI 2 TAPIAN
NAULI in the school year 2014/2015.

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E. Significances of the Study
The results of this study are expected to give both theoretical and
practical benefits as follows:
1. Theoretically
The result of this study is expected to find out strategy of increasing
students’ speaking ability through board game.
2. Practically

a. Teacher

1) Teacher can use the material easier and she/he will have a new

method to teach speaking by using board game.

2) The teacher can make this method to be an interesting method in

other the students easy to understand in learning

english speaking.

b. Students

1) The students will be easy to understand about how to say

something.

2) It will improve the student’s ability in speaking.

c. Researcher

1) Can use the result of this study to be reference.

2) Can search the same variable.

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 CHAPTER II
REVIEW OF LITERATURE AND ATION HYPOTHESIS

A. Speaking Ability
In this chapter will discuss about the nature of speaking, the meaning
of speaking, the function of speaking, the aspect of speaking ability, and macro
and micro skill of speaking ability.

1. The Nature of Speaking Ability

Brown (in Islamiyah, 2007, p. 14) states that speaking is a productive skill
that can be directly and empirically observed, those observations are invariably
collared by the accuracy and fluency. While, he also states that speaking is the
product of creative construction of linguistic strings, the speakers make choices of
lexicon, structure, and discourse.
Poerdarminta (in Islamiyah, 2007, p. 14) states that the classical meaning
of speaking is the ability to talk, and to speak. The main purpose of speaking is to
send the message for the other one or to be able to communicate about something
in language and understood by someone who becomes a listener.
Tarigan (in Islamiyah, 2007, p. 14) states that speaking is one of the language
skills in oral form to express the speakers’ ideas to everybody else. While,
speaking is the informal interchange of thought and information by spoken words.

2. The Meaning of Speaking Ability.

Speaking ability consists of two words are speaking and ability. To avoid
misunderstanding about the meaning of speaking ability, it will clarify one by one.
According to Poerwadarminta (1985, p. 109). It is also stated by Hornby (1990, p.
51) that ability’s potential capacity of power to do something physically or
mentally. Those description may concluded that ability is capability of human
which identical with ability. According to Djiwandono (in Munir, 2005, p. 16)
speaking is the activity to express thought and feeling orally.

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 Speaking is an articulation of sound to express thought. Tarigan (1990, p.15),
says that speaking is the capability in pronouncing sound or word to express or
convey though, idea or feeling” opinion and wish. Another expert says that
speaking is talk or speaks (Haryanto in Sunardi, 2004, p. 13). If both speaking and
ability are combined, so it means a capability to utter the articulation of sound to
express or to deliver thought, opinion and wish to the other person.

3. The Function of Speaking Ability

Brown and Yule in Fauzi (2012, p. 4) also describe a useful distinction
between two basic language function. These are the transactional function, which
is primarily concerned with the transfer of information, and the interactional
function, in which the primary purpose of speech is the maintenance of social
relationship.
Another basic distinction when considering the development of speaking
ability is between monologue and dialogue. They ability to give an uninterrupted
oral presentation is very clear from interacting one people and another speakers
for transactional and intersectional purpose, while, all native speakers can and do
use language interaction, not all native speaker have the ability to be extempore
on a given subject to group of listeners. Furthermore, Brown and Yule in Fauzi
(2012, p. 4) suggest that most language teaching is concerned with developing
skills in short intersectional exchanges in which the learner is only required to
make one or two utterance at a time.
Based on the above statement, Bygate in Fauzi (2012, p. 5) distinguishes
that “between motor-perceptive skill, which are concerned with correctly using
the sound and structures of language, and interactional skill, which involves motor
perceptive skill for the purpose of communication” motor perceptive skill are
developed in the language classroom through activities such as model dialogues,
patterns practice, oral drills and so on, until relatively recently, it was assumed
that the mastery of motor perceptive skill was that needed all one, in order to
communicated successfully.

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4. The Aspect of Speaking Ability

Darmodihardjo in Fauzi (2012, p. 7) states about the aspects of speaking

that is “the requirements of effective speaking such as: intonation, phonetic
transcription and environment expression”
The opinion above describes that, to able communicate effectively, it must
be considered that situation of sound utterance, pronunciation and physical. On
the other hand, Valetto in Fauzi (2012, p. 7) says that “The elements which are in
speaking cover phonetic transcription, grammar, vocabulary, the effective and
speaking”
Meanwhile, Haris in Fauzi (2012, p. 7) clarifies as follows:
“Like writing speaking is complex skill requiring the simultaneous use of
number of the different abilities which often developed of different rates either
four of five components are generally recognized in analyze of the speak process:
(a) pronunciation concluding the segmental features vowel, and consonants,
vocabulary, stress and intonation pattern the flow speech, (b) grammar, (c)
vocabulary, (d) fluency (the case and speed of the flow speech). The solve
probably be added, (e) comprehension for oral communication certainly requires a
subject the response to speak as well as imitation.
Based on the statement above, it can be concluded that the aspects of the
speaking ability in this research are: (a) pronunciation competence, (b)
grammatical ability, (c) vocabulary mastery, (d) the fluently of speaking, and (e)
the understanding of the topic of speaking.

5. Macro and Micro Skill of Speaking Ability

a) Macro Skills of Speaking(Sharma, 2010, P. 5). Here are the skills that
should be implemented in speaking activities:

1. Appropriately accomplish communicative functions according to

situations, participants, and goals.
2. Use appropriate styles, registers, implicative, redundancies, pragmatic
conventions, conversion rules, floor keeping and yielding, interrupting,
and other sociolinguistic features in face-to-face conversations.

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 3. Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feeling, new information
and given information, generalisation and exemplification.
4. Convey facial features, kinesics, body language, and other nonverbal cues
along with verbal language.
5. Develop and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of
words, appealing for help, and accurately assessing how well your
interlocutor is understanding you.

b) Micro kill of Speaking

Here are some of the micro skills involved in speaking. The speaker has to:

 Pronounce the distinctive sounds of a language clearly enough so that

people can distinguish them. This includes making tonal distinctions.
 Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
 Use the correct forms of words. This may mean, for example, changes in
the tense, case, or gender.
 Put words together in correct word order.
 Use vocabulary appropriately.
 Use the register or language variety that is appropriate to the situation and
the relationship to the conversation partner.
 Make clear to the listener the main sentence constituents, such as subject,
verb, object, by whatever means the language uses.
 Make the main ideas stand out from supporting ideas or information.

 Make the discourse hang together so that people can follow what you are
saying. (Carol J. Orwig 1999, P. 23).

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B. Board Game
This chapter discuses about the meaning of board game, the concept of
board game, the advantages of board game, the disadvantages of board game, and
teaching speaking by using board game.
1. The Meaning of Board Game.
To increase the speaking skill we need method to be used. One of them is
game. The definition of game is an activity that you do to have some fun (Hornby,
1995, p. 486). Therefore, board game can be defined as something or an
instrument that is used to attract students’ motivation to follow the teaching and
learning process because board game can make the students more focus in
learning, because they do not feel that they are forced to learn. They also enable
learners to acquire new experiences within a foreign language which are not
always possible during a typical lesson. Board game can be method that will give
many advantages for teacher and the students either. Buckby (1994, P. 82) The
useful of board game are attract the students to learn English because it is fun and
make them want to have experiment, discover and interact with their environment
are:
a) Board game adds variation to a lesson and increase motivation by
providing a plausible incentive to use the target language. For many
children between four and twelve years old, especially the youngest,
language learning will not be the key motivation factor. Board game can
provide this stimulus. Buckby (1994, P. 82).
b) The game context makes the foreign language immediately useful to the
children. It brings the target language to life. Buckby (1994, P. 82).the
board game makes the reason for speaking plausible even to reluctant
children.
c) Through playing board game, students can learn English they way children
learn their mother tongue without being aware they are studying; thus
without stress, they can learn a lot.
d) Even shy students can participate positively.

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e) Make your classroom a lively place through the use of attractive wall
displays, displays of pupils’ work, etc. language classroom is noisy with
the language (English) is good because it will make the classroom more
live in English (practice)
f) Motivate pupils to want to learn English by using interesting and enjoyable
learning activities. E.g., project work, board game, drama. It means
learning by playing.
g) Create warm and happy atmosphere where teacher and pupil enjoy
working together. Teacher arranges good atmosphere in classroom and
make the students interested.
h) Help pupils to develop personal reasons for learning English. For example
by encouraging out-of –school class activities, e.g. pen friends, project,
reading story books.
i) Make learning English enjoyable and fun-remember you are influencing
their attitude to language learning. (Lower as affective filter). It means
teacher has to try in order to students are having fun in learning (learning
by playing). Remember teacher is influencing their attitude to language
learning
j) Do not worry about mistakes. Be encouraging – make sure children feel
comfortable, and not afraid to take part. It means teacher does not blame
directly to students, teacher must give support to students while repair their
mistakes.
k) Use a lot of gestures, actions, pictures to demonstrate what you mean. It
means teacher has to try to accompany her explanation with method in
order to students understand easily. Don’t force the students to use the
language directly, just give them examples by gestures
l) Talk a lot to them in English, especially about things they can see. Teacher
must teach them by using English, especially about anything in their
surroundings.

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m) Play board game, singsongs, say rhymes and chants together. It means
teacher has skills in playing board game, singsong etc to make them enjoy
and interest in learning.
n) Tell simple theories in English, using pictures, acting with different voices.
o) Do not worry when they use their mother tongue. You can answer a mother
tongue question in English, and sometimes recast in English what they say
in their mother tongue. It means if the students use their mother tongue,
the teacher translate to English and repeat again, again and again to make
them always remember what teacher means.
p) Constantly recycle new language but do not be afraid to add new things or
to use words they will not know. Teacher gives new language while
remember the last topic.
q) Plan lesson with varied activities, some quiet, some noisy, some sitting,
some standing and moving, it means teacher must demonstrate his
teaching with several activities (moiling teaching), sometimes teacher sit,
stand up in front of or behind the students.
2. The Concept of Board Game
Hammond (2011, P. 1). While the concept of a board game is not
new, the playing of board games is timeless. Many of us enjoy playing a
good board game now and then. Perhaps some of us have a regular "game
night." Whether you go for the traditional Monopoly or Yates or prefer
more unique games like Gator Golf and Bolkus, board games can be very
entertaining. A lot of companies are making educational board games that
teach things such as adding or phonics. While these are obviously
educational, any type of board game can teach kids many important
concepts.
This article will address 5 important concepts that playing board
games can teach children. 1. Taking Turns and Having Patience, 2. Playing
Fair, 3.Reasoning and Strategy Skills, 4. Good Sportsmanship, 5.
Friendships and Working Together.

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 1. Taking Turns and Having Patience: In board games, kids are taught to wait
for their turn. Sometimes this can be hard as kids tend to get
anxious. However, as this skill is practiced, it will get easier for them in
board games and in playing with friends and siblings in general.
2. Playing Fair: It is so easy for kids to get upset when they lose a turn or
things don't go the way they planned, but it is important for them to learn
that cheating is not fair. In a way it follows the golden rule because they
wouldn't want someone else to cheat so they need to not cheat. Learning
this concept will help kids as they grow older and have different
disappointments when things don't turn out as planned. It will also teach
them to be honest in school and, later on, the workplace.
3. Reasoning and Strategy Skills: Playing board games will help kids reason
and strategize about the best way to "play their cards" to their best
advantage. This is an important concept in making everyday life decisions
throughout.
4. Good Sportsmanship: Many kids get so worked up about having to win the
game and boast if they do. Then if they don't win they may be bitter or say
hurtful things. Kids need to know that having fun is the most important
part of playing the game and to be humble and have good sportsmanship
no matter who wins. Learning this concept can help them in any
friendships they have as well as to be happy about others achievements.

3. The Advantages of Board Game

Carly (2010, P. 21). There are many advantages of using board game in
the classroom they are:
1. They are motivating and challenging.
2. Learning a language requires a great deal of effort.
3. Board game helps students to make and sustain the effort of learning.
4. Board game provides language practice in the various skills- speaking,
writing, listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.

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7. Speaking skill board game bring real world context into the classroom,
and increase students’ use of English in a flexible, meaningful and
communicative way.
8. Board games usually involve friendly competition and they keep
students interested in learning the language.
9. Board game can help them (children) learn and hang on to new words
more easily.
The reasons of the writer in choosing board game as educational
method for teaching speaking to the children are:
1. Board game makes learning fun so your class and children are
willing participants and not just there because they have to be.
2. Playing a game has a purpose to it, an outcome, and in order to play
students have to say things – they have a reason to communicate
rather than just repeat things back mindlessly. Therefore, they want
to know and learn more.
3. Students get to use the language all the time during the board game
4. They involve a lot of repetition, and repetition is the mother of skill,
it can be boring, but thanks to this board game, it is fun.
5. How do you expect your class or children to apply speaking skill if
they never use it? Repetition is the mother of skill.
6. The board game lends themselves perfectly to quick bursts of
revision. Using some of the board game, you can revise a massive
amount of speaking skill and grammar in a few minutes.
7. If you use board game to revise two or three topics every lesson, as
well as teach the new language, imagine how well your kids will do
at exam time, and how proud you will feel.
8. Children have a short attention span (even more so these days with
the style and pace of the method, and computer board game), so
injecting lively varied board game into your classes to practice the
language you are teaching will keep your children alert and enjoying
themselves

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9. The philosophy of encouragement incorporated into this board game
allows all students, including the less good ones, to gain in
confidence. Usually this doesn't just mean they get better at your
subject, but in all subjects. This makes everybody, including you,
more motivated and optimistic, and you can really make a difference
by helping your pupils have more self-esteem so they succeed in all
areas of life.
10. You do not need many materials to play these board game (in some
cases you need only your regular black board or classroom props).
Once you have used the board game once you will need virtually no
preparation time at all!
11. You will be able to give stimulating fun classes while keeping your
evenings free for yourself and your own hobbies, family and friends,
based on the above description, can be therefore it can be
summarized that:
a) Board games are often used as short warm-up activities or when
there is some time left at the end of a lesson. In this case, a game
should not be regarded as a marginal activity filling in odd
moments when the teacher and class have nothing better to do.
Board game ought to be at the heart of teaching (foreign)
languages.
b) Board game can be used at all stages of the lesson. But teachers
must be sure that board game provided, are suitable and
carefully selected by the teachers.
c) Before playing a game teachers should give attention to the
number of students, proficiency level, cultural context, timing,
learning topic, and the classroom settings.

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4. The Disadvantages of Board Game
Dewar (2009, p. 15). There are many disadvantages of using board game
in the classroom:
1. Most people play with house rules (ex. money under free parking,
not using the auctions, etc) that cause the game to last much longer
than it should.
2. Player elimination. Players can get knocked out of the game early.
Who wants to watch other people play a game?
3. Too dependent on luck. Once all the properties are bought &
traded, the game is just rolling the dice until everybody goes
bankrupt.
4. Doesn't scale well to the number of players. 4 players seem to be
ideal.
5. Players takes too long and 2 players is completely pointless
(without trades, it's all luck).
6. The game is almost 100 years old. Much better designed games
have been released since then (Acquire, Power Grid, Settlers of
Catan, Railroad Tycoon).

5. Teaching Speaking By Using Board Game

One of game in teaching speaking English is Board Game. The effort of
the linguist has strong basic because the learner entertained with their everyday
life, give chances to the student to more creatively because Board Game as
method in teaching speaking English is very effective and more interested because
the students will be memorized the vocabulary and, the enjoying the picture in the
board. So that using Board Game in teaching speaking will give achievement
acquiring English.
Board Game can increase motivation to learn the English for the students.
They also have to add advantage of being memorable the words much less likely
that the students will forget the words, and therefore the language practice in it,
whereas language practice in even well constructed drill is usually very quickly
forgotten and finally, Board Game which helps to bring the students memorize
more words.
The teachers begin to explain the materials, the teachers use Board Game
in order to make the students have more interests, attention and understand about
the material. There are five steps that can be applied when the teacher use Board

15
Game: (1) take pictures in front of the class (2 try to attract the students’
understanding about Board Game (3) the teachers begin to explain what does the
Board Game talk about; (4) in order to know the achievement of the students, the
teachers ask one of the students to repeat again what does the teachers do before
and, (5) after the teachers feel that all the students have understood of the
material, the teacher continue to another topic.

C. Relevant Study

The studies that have relevant with this study are: first this study which

has relevance with this research was conducted by Nugroho Noto Susanto (2007 /

2008) on the Contribution of Speaking Practice with The Native Speaker

Toward Students’ Speaking Capability: A Case Study at Second Year of SMAN

1 Sibolgain Academic Year of 2007 / 2008.

The problem of his study, those were: What Contributions can the Native

Speaker Provide to the Students’ Speaking Capability through Study Tour

Program in the Second Year Students of SMAN 1 Sibolga?

The researcher used in his study was Experimental design in which his

divided the sample into two groups that is Experimental group and Control

group with a test formula and the result of his research showed that the mean

scores of critical value test equals to 2.851, this critical value is higher than that of

degrees of freedom 400-60 at confidence level 0.05 (95 %) with 1.67 and at

confidence level 0.01 (99 %) equal to 2.39.

Furthermore, the difference of his research can be seen on the design used.

He used Experimental Design and the Present researcher used class room action

research.Meanwhile, the similarity of this research is the reseacher same discuses

about Speaking Ability.

16
 Second. NurulHidayah (2008/2009) on the Effect of English Speaking Club

(ESC) towards the Students’ Speaking Ability for the Second Year Students of

SMA HKBP Sibolga in the School Year of 2008/2009.

The problem of her study, those were: Does the of English Speaking Club

(ESC)towards the Students’ Speaking Ability for the Second Year of SMA HKBP

Sibolgain the School Year of 2008-2009? To what extent English Speaking Club

(ESC) as the best program to optimize Teaching Speaking Ability for the second

year of SMA HKBP Sibolga in the school year 2008/2009.

The research used in her study was Quantitative design by using Ex-post

FactoResearch. The result of his study shown in testing the hypothesis the

researcher used t-test 3.55 on significance level 0.05 (df=38) was 0.320

(3.55>0.320) it means that Ha (Alternative Hypothesis) was accepted.

Furthermore, the differences of her research can be seen on the design

used. She used Quantitative design by using Ex-Post Facto and the

Present researcher used class room action research. Meanwhile, the similarity of

this research is the researcher the methodin teaching and learning process.

D. Theoretical Framework
Based on the relevant studies result can be proposed the theoretical
framework of the research, that may used as a basic of hypothesis formulation and
to comprehend the inter variable relation.
Speaking is one of language component that is function to express feeling,
opinion, ideas, and emotion. One of strategy to increase speaking is discussion.
By board game is one method in teaching speaking which encourage students to
speak as much as possible.
According to (Hornby, 1995, p. 486). The definition of game is an activity
that you do to have some fun. Therefore, board game can be defined as something

17
or an instrument that is used to attract students’ motivation to follow the teaching
and learning process because board game can make the students more focus in
learning, because they do not feel that they are forced to learn. They also enable
learners to acquire new experiences within a foreign language which are not
always possible during a typical lesson. Board game can be method that will give
many advantages for teacher and the students either.
Based on the statement above, board game is as method may help the
students in learning English especially in speaking ability. Likewise, the writer
wants to investigate increasing students’ speaking ability through board game.
E. Action Hypothesis
The hypothesis of the result study is formulated as follows:” the
implementation of board game can increase students’ ability in speaking for the
eighth graders of SMP NEGERI 2 TAPIAN NAULI in the school year 2012 / 2013.

18
 CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The present researcher categorized into a classroom action research.
Classroom action research design to help a teacher to find out what is happening
in his or her classroom, and to use that information to make the wise decisions for
the future. The approach used in the classroom action research can be qualitative
or quantitative, descriptive or experimental. According to Kurt Lewin (in
suharsimi, 2002), there are four components of action research, they are, planning,
acting, observing, and reflecting. Action research is categorized, as qualitative
research although the data collect can be in a form of quantitative. Meanwhile,
Kemmis (in suharsimi, 2002, p. 84). States that action research is a form of self-
reflective inquiry under taken by participants in a social (including education)
situation in order to improve the rationality and of (a), their own social or
educational practices justice, (b) their understanding of their practice, and (c)
situations on which practice are carried out. Because this study is an action
research, than this study focuses on practical, not statistical significance and
present raw data

Reflection
Planning

Acting & Observing

Planning
Reflection

Acting & Observing

Research is design as the attempt to plan and de term ne all of the

possibilities and the material that be need in a qualitative research. Research

19
design is used in this research is the classroom action research. According to
suharsimi, (2002, p. 82) that action research is a solving problem strategy which is
use the real action in form of innovative development process in detecting and
solving problem.
The procedure of the classroom action research consists of cycles. The cycle
is administrated based on the progress being achieved. To identify the students’
ability in English pronunciation, the students were given diagnostic test
functioning as initial evaluation. This initial observation is conducted in order to
determine appropriate action in increasing English. Form evaluation and the
observation, it is determine in the reflection that to increase students English
pronunciation in reading aloud focusing on the narrative text.
In classroom action research design, there are four components that will be
done, there are planning, action, observing and reflecting (Lewin in suharsimi
2002, p. 83), in the same page, Kammis and Mc Teggart united the second and
third component, those are acting and observing. Then the components show
cycles or the ongoing activities that can be seen in this component below:
1. Planning
Before beginning the first cycle, however at the very beginning step as
the preliminary, a diagnostic evaluation was done to investigate the degree
of the students’ English pronunciation in reading aloud focusing on the
narrative text. It is done by applying a pre-test to the students. The result of
pre-test is telling the researcher how far the students’ ability.
The details of the research planning can be describe as follows; before
implementing the determined action, the teacher will prepare all need and
supportive material as well as the steps applied. They are:
a. Making the lesson plan i, e, the step of presenting the teacher material
based on the there-phase technique and the activity as done by the
students.
b. Preparing all facilities and supportive material in presenting the
teaching materials, such as; English pronunciation in reading aloud
focusing on the narrative text.

20
 c. Designing a test to find out the increase implementation of English
pronunciation in reading aloud focusing on the narrative text.
The research will be using analytic scoring rubric to score students work.
The students can be at “pass” level if their score have achieved equal or
more that 6 of the range that lays from 0 to 10. The students result will be
analyzed using following formula.

The students score =

2. Acting
In implementing the action the research is assisted by his collaborator
the research acted as the teacher who is taught how the students’ increases
English pronunciation in reading aloud focusing on the narrative text.
The main stops in the students and learning activated were designed as
follows;
a) Pre-activity
1) The teacher greets the students and checks the students’ attendance.
2) The teacher asking for the students’ attention by giving some
questions about their last week activities.
3) The teacher tells the students about the objective of the lesson.
b) While-activity
1) The teacher introduces some pronunciation in peaking ability to the
students’.
2) The teacher explanation how the way of speaking easily.
3) The teacher asks the students in difficulties to speaking easily.
c) Post-activity
1) The teacher makes reflection on the students’ activities.
2) Distributed the students test.
3) Check the students’ works.
3. Observing
Observing the action is the process of recording and gathering all
relevant data about any aspects that was happening during the teaching and
learning process. In classroom action research, the observation is focus on

21
 collecting what the data relating with the treatment activity this
observation took an important role in this research since what happens
within the process of treatment may influence the result of this research.
4. Reflection
Reflection is an activity to think what is has been done, how the result,
and what is has not been completely done. The result of this reflection will
become the standard of determining the following steps until the objectives
of the research were achieved. The result of reflection may show either the
action is successful or not, then follow up can be plan after, if the
reflection result tells the action is successful, the cycle is over, but if is not,
the next cycle must be plan with is any improvement.

B. Setting of the Study

The setting of the study refers to the place and time to conducting the study.

This study will be conducted at the first semester of the eighth graders of SMP

NEGERI 2 TAPIAN NAULI in the school year 2014 / 2015. The

researcher did classroom action research during the months (Maret to April) in the

school year of 2014/2015. The following time table of the research was listed in

detail to Table 3.1.

Table 3.1

Months/weeks
No
Activities October November

1 2 3 4 1 2 3 4 5

1 Research preparation

Making lesson plan √

Preparing material √

Writing instrument √

22
 2 Research action √

Teaching and learning √

Observation √

Evaluation and reflection √

Data analysis √

3 Reporting √

4 Writing √

C. Subject of the Study

The subject of the study is all students of the eighth graders of SMP

NEGERI 2 TAPIAN NAULI in the school year of 2014/2015. The number of the

students consists of 3 classes, that are VIIIA which consists of 27 students,

VIIIB which consists of 28 students, and VIIC which consists of 25 students, So,

the number of subject is 80 students. The present researcher will take VIIA as a

subject of the study.

D. Data Collection
1. Performance Indicator

The action as well as the research carried out can be said to be successful

when the learning achievement of class VIIA of SMP NEGERI 2 TAPIAN

NAULI in the school year of 2014/2015 is at least 70 individually and 80%

classically. The percentage is decided based on the criteria of mastery learning set

in the school. It can be said that if a student get 70 of learning achievement, he or

she reaches the mastery learning. Then, if 80% of the students in the class get 70,

means that, the class reaches the mastery learning and the researcher will not go to

the next cycle, it is based on the action planned above.

23
2. Technique of Data Collection
A researcher will be used many kinds of data collection like questioner,
interview, or test. It will be noted, that all methods of data collection should be
objective. The kinds of data that use in classroom action research are quantitative
data:
In this case, the researches use only the result of the increasing students’
speaking ability through board game.
3. Instrument
In this study, the instruments used were (1) first evaluation test, (2) final
test, and (3) observation paper.
1) First evaluation test
This evaluation was done to know the students’ basic ability in understanding
the definition and the characteristics of narrative text.
2) The final test
This test was given in the form of a jumbled sentences game which was
arranged using certain rules. Maximum score was 100 and minimum score
was zero if there was no correct answer. It was done by all students in which
they were divided into six groups.
3) Observation paper
Observation paper was an observation device that consisted of names of
subjects and factors that were observed. In this study, it was used to obtain the
data of the learning process.
E. Data Analysis
After the data are collected then the data are classified again to
identification. The result of identification of the data is to classified based on
students ability in speaking. To analysis the data through the interview method
and observation is that using descriptive methods, In this case, the writer used the
observation, interview and speech test as the technique to analysis the data.

24
 REFERENCES

Buckby, Michael. 1994. Games for Language Learning. Australia:

Cambridge University Pres.
Carly, Schuna. 2010. The Advantages of Learning Games for Kids. Internet
essol. http://w.w.w. livestrong.com
Carol J, Orwig. 1999. Speaking Skill. Internet Tessol. http://w.w.w. Sil. org.

Dewar, Gwen. 2009. Board Game for Kids: Do they make kids smarter?. Internet
Tessol.http:// w.w.w. Board game for kids.html

Fauzi, Ahmad. 2012. Productive Vocabulary Mastery and Speaking Ability for the
Ten Students of MA NW Pancor in the School Year 2011/2012. STKIP
HamzanwadiSelong.Unpublished. S-1 Thesis
Hamond, Dan. 2011. Design Jurnal#01: The Concept of Board Game. Internet
Tessol, http: //Board Gamegek. Com.
Hornby A. S 1990. Oxford Advance Learner’s Dictionary of Current English.
London: Oxford University Pres.
Hornby A. S. 1995. Oxford Learner’s Dictionary of Current English. London:
Oxford University Pres.

Islamiyah, Suaibatul. 2007. Teaching Speaking Through VCD for the Second Year
Students of SMPN 1 Labuan Haji in the School Year 2006/2007. STKIP
HamzanwadiSelong.Unpublished. S-1 Thesis

Jones, Deborah.____. How to Teach English With Fun Learning Games. Internet
Tessol,http://w.w.w. Ehow. Com.

Kartono. 2012. Increasing Students’ Ability in Writing Descriptive Text by Using

Students’ Photos for the Seventh Graders of SMPN 1 Labuan Haji in the
School Year 2011/2012. STKIP HamzanwadiSelong.Unpublished. S-1
Thesis
Munir, Ahmad. 2005. Communication Strategies Toward Students’ Speaking
Ability: A Classroom Study of Speaking. Selong STKIP Hamzanwadi.S-1
Thesis. Unpublished.

Nurgiyantoro, Burhan. 1995. PenelitianDalamPengajaran Bahasa dan Sastra.

Yogyakarta: BPTE.

Poerwadarminta, WJS. 1985. KamusUmum Bahasa Indonesia. Jakarta:

BalaiPustaka.
Sharna, Robina.____. Macro Skill of
Speaking. IntrenetTessol, http://w.w.w.Ehow. Com.

25
 KATA PENGANTAR
(Acknowledgment )

PujidansyukurpenulispanjatkankepadaTuhan Yang
MahaEsasehinggapenulisdapatmenyelesaikanperkuliahandanpenulisan Proposal
skripsiini, yang
sayaajukanuntuksyaratdalampemberlakuakanketahapberikutnyauntukmelaksanaka
npenelitiandalammenyelesaikanskiripsayanantinya.
Dalammenyusun Proposal
skripsiinipenulisbanyakmengalamirintangandantantanganterutamakurangnyapeng
etahuanpenulissertabuku literature yang mendukungmateriskripsiini,
namundariberbagaipihakberupamorildanmateripenyusundapatmenyelesaikan
proposal skirpsiini.
Akhir kata penulismengucapkanterimakasih, semoga Proposal
skripsiinidapatditerimaolehbapak/
ibudosendannantinyamemberikanizinuntukketahapberikutnyadalampembuatanskri
psi.Atasperhatiannyapenulismengucapkanterimakasih.

Praise and gratitude writer prayed to God Almighty so that I can finish the course
and proposal writing this essay, I ask for the terms in the step to the next stage to
carry out research in completing my thesis later.
In preparing this thesis proposal writer undergone many obstacles and challenges,
especially the lack of knowledge of the author and the book of literature that
supports this thesis material, but from various parties in the form of moral and
material skirpsi compiler can resolve this proposal.
End the authors would like to thank, hopefully this thesis proposal can be
accepted by the father / mother lecturer and later gave permission for the next
stage in the manufacture of paper. The author would like to thank you for your
attention.

Siborong-borong, Maret 2015

II
 NIRA ELFRIDA PURBA
NIM : 100502569

27
 TABLE OF CONTENTS

Acknowledgment ……………………………………………II
Table Of Contents ……………..……………………………III

Chapter I :INTRODUCTION
A. Background of the Study……….………………………….………1
B. Focus of the Study……………….………………………….……..3
C. Statement of the Problem…….……………………………………3
D. Purpose of the Study………………………………………………3
E. Significances of the Study…………………………………………4

Chapter II :REVIEW OF LITERATURE AND ATION HYPOTHESIS

A. Speaking Ability………………………………………………..…5
B. Board Game……………………………………………………….9
C. Relevant Study…………………………………………..……….16
D. Theoretical Framework……………..……………………………17
E. Action Hypothesis…………..……………………………………18

Chapter III :RESEARCH METHODOLOGY

A. Research Design……………………………………………….....19
B. Setting of the Study……...……………………………………….22
C. Subject of the Study………………………………………………23
D. Data Collection………………...…………………………………24
E. Data Analysis……………………………………………………..24

REFERENCES………………………………………………………25

II