USING COMMUNICATIVE GAMES IN IMPROVING

STUDENTS’ SPEAKING SKILLS AT SMA BINA KUSUMA

RUTENG

FINAL REPORT THE SECOND INTERSHIP PROGRAM

By
MARIA KLARET OCTAVIANA EWIN
NPM : 18312060

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
UNIVERSITAS KATOLIK INDONESIA SANTU PAULUS RUTENG
NOVEMBER 2021
 LETTER OF APPROVAL
THE FINAL REPORT THE SECOND INTERSHIP
PROGRAM

This final report on the second intership program November 2021 by Maria Klaret
Octaviana Ewin (18312060) has been approved by the advisor Yustus Sentus Halum,
M.Pd.

Ruteng, 2021

Approved by
Coordinator of the
Second Intership Program Advisor

Dr.Sebastianus Menggo, M.Pd Yustus Sentus Halum

NIDN. 0802108001 NIDN: 0806088502

Acknowledged by,
The Head of the English Language Education Program

Stanislaus Guna, M.Pd

NIDN : 0816106601

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 USING COMMUNICATIVE GAMES IN TEACHING STUDENTS’
SPEAKING SKILLS

Abstract
This research goal is to know whether students speaking ability could be
improved through communication games. It was done at students of grade XI IPA of
Bina Kusuma Ruteng Senior High School in which consisted of 12 students as the
participants in this research. The researcher used a Clasroom Action Research which
is designed by Kemis and McTaggart and each consist of of four phases ; planning,
acting, observing, and reflecting per cycle. In gaining the research result, two types of
data are collected; qualitative data that derived from observation and field note toward
the students and teacher as well. Quantitive data derived from statistic analysis to
know the final result of the implementation communicarion games toward students
English Langauage Learning in the Classroom Action Research (CAR).
The result of this research shown that the implementation of communication
games toward students’ English learning particularly speaking skill is effective. It is
proven by the first, from the observation result showed the student more interested
and motivated in learning English. Second, from the test result which consisted of
three test; pre-test, post-test of the first cycle and post-test of the second cycle. There
were found an improvement in students’ speaking skill from the avarage of speaking
test in cycle 1 post test was ( 68,25) to (78,58) the average of speaking skill in cycle
II.
Keywords : Speaking, Communication Games

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INTRODUCTION
Language is our significant source of communication. It’s the way through which
we share our ideas, feelings, views and thoughts with others. Language is used by
people to express and receive some information, messages, emotions and so on.
According to Campbell (2006), language means any distinct linguistic entity variety
which is mutually unintelligible with other such entitities. It means that language has
variety and some of them do not understand among people.
In this world, there are many languages and one of them is English. The most
widely spoken language in the world is English (Fromkin, Rodman & Nina, 2003).
English is an international language as it is used by many people around the world for
different purposes such as to communicate to other people from different countries
and to exchange knowledge. Richard and Burns (2012) state that English is the
language of globalization, international communication, commerce and trade, tourism,
the media, and pop culture, different motivations for learning it come into play.
English becomes a compulsory subject in school (from junior high school until higher
education) and become one of the important subjects to be tested in the national
examination (Habibi & Softwan, 2016 ; Luschei, 2017; Mukminin, Rohayati, Putra,
Habibi, & Aina, 2017).
In teaching English, there are four skills as the main aspect : speaking, reading,
writing and listening. Speaking is one of skill that very important in the language
competence and build a good communication. Through speaking, the students can
express their ideas, opinion, information, and feeling each other more clear than
written language. English has become a foreign language teaching in Indonesia. The
result of English teaching in Indonesia both in secondary school and unversity level
are still unsatisfactory. “The students cannot communicate in English either in the
classroom or outside the classroom”(Alisyahbana in Lamo, 2004:3).
In learning speaking, the students often find some problems. The problems
related to the learning process in the classroom are: 1) Some students are afraid to
make mistakes in front of their classmates. 2) Some students keep asking their friend
about English vocabulary for making a sentence. 3) The students have difficulty in
verbalizing what they think. 4) The students need quite long time to make and speak
one sentence. 5) Some students are not sure what they are talking about. Other
problems in English speaking skills are grammar, fluency, pronunciation and
vocabulary. The reasons what those always happen in learning process is lack of

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motivasion from students in learning English and the inappropriate techniques used
by teacher in teaching speaking skill.
Considering the problems above, the writer use communicative games activity in
teaching speaking at eleventh grade students of SMA Bina Kusuma Ruteng. Games
means an activity with rules, a goal and and element of fun (Hadfield, 1996). In
addition, game is an activity in which the learners play and usually interact with
others (Wright et al., 2006). Base on both defenition game above, it can be concluded
that games is an activity that help the students learn, have fun and interact with others.
By using communicative games, the students are expected to be involved actively
in speaking class. Klauer (in Hadifield, 1984) states that communicative games is
getting message over to the other player and reacting appropriately to their message.
For example when the player give instruction, must be clear and the other player must
follow them, do exactly what it required to, the task usually practical. Like following
instruction, drawing, persuading other player, etc.
There has been the research to suport this research was Using Communicative
Games in Improving Students’ Speaking Skills has been conducted by Ratna Sari
Dewi, Ummi Kultsum & Ari Armadi (2017). The aim of the study are to know wether
communicative games have an impact on teaching speakimg skill and describe how
communicative games give an influence on speaking skills of students at junior high
school in Jakarta, Indonesia. A classroom action research (CAR) was used in this
study as the method. In collecting the data, the instruments were interview,
observation, questionnaire and test. The result of the study showed the mean score’s
pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. There is
significant improvement of 13.9% to 41.7 % in post test 1 and 83.33% in post test 2.
Base on the problems and previous study above, the researcher decided to
conduct theresearch and the title : Using Communicative Games In Improving
Students’ Speaking Skills
The successfulness of English learners is seen from their ability in using English
to communicate effectively (Kurniawan, 2016). According to Byrne (as cited in
Muna, 2011), speaking is oral communication in a two way process between the
speaker and listener(s) which involves both productive skill of speaking and the
receptive skill of understanding (listening with understanding). Base on the definition
above, the researcher conclude that speaking is one of important skill which involves

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many aspect that is productive and receptive skill. There is interactive process which
is necessary to communicative effectively.
There are five components of speaking skill concerned with comprehension,
grammar, vocabulary, pronunciation, fluency. (Harris 1974) : a) Comprehension . For
oral communication, it certainly requires a subject to respond, to speech as well as to
initiate it; b) Grammar. It is needed for students to arrange a correct sentence in
conversation. It is in line with explanation suggested by Heaton (1978: 5) that
students’ ability to manipulate structure and to distinguish appropriate grammatical
form in appropriateness. The utility of grammar is also to learn the correct way to gain
expertise in a language in oral and written form; c) Vocabulary. Vocabulary means
the appropriate diction which is used in communication. Without having a sufficient
vocabulary, one cannot communicative effectively or express their ideas both oral and
written form. Having limited vocabulary is also a barrier that precludes learners from
learning a language. Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed. So, based on this explanation, the researcher
concluded that without mastering vocabulary sufficiently is English learners will not
be able to speak English or write English properly; d) Pronunciation. Pronunciation is
the way for students‟ to produce clearer language when they speak. It deals with the
phonological process that refers to the component of a grammar made up of the
elements and principles that determine how sounds vary and pattern in a language.
There are two features of pronunciation; phonemes and suprasegmental features.
From the statement above, the researcher concluded that pronunciation is the
knowledge of studying about how the words in a particular language are produced
clearly when people speak. In speaking, pronunciation plays a vital role in order to
make the process of communication easy to understand. e) Fluency. Fluency is the
ability to read, speak, or write easily, smoothly and expressively. In other words, the
speaker can read, understand and respond in a language clearly and concisely while
relating meaning and context. Fluency can be defined as the ability to speak fluently
and accurately. From the ideas above, the researcher concluded that another important
component is fluency. Fluency means someone speaks fluently and accurately with
little using pauses like ums‟and „ers‟, and so on.
Brown (2004) further states that there are some basic types of speaking as in the
following taxonomy: a) Imitative. At one end of a continuum of types of speaking
performance is the ability to simply parrot back (imitate) a word or phrase or possible

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a sentence. While this purely phonetic level of oral production, a number of prosodic,
lexical, and grammatical properties of language may be included in the criterion
performance.b)Intensive. The production of short stretches of oral language designed
to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationships. c) Responsive. Responsive include interaction and test
comprehension but at the some what limited level of very shorts conversations,
standard greetings and small talk, simple requests and comments. This is a kind of
short replies to teacher or student-initiated questions or comments, giving instructions
and directions. Those replies are usually sufficient and meaningful. d)Interactive. The
difference between responsive and interactive speaking is in the length and
complexity of the interaction, which sometimes includes multiple exchanges and/or
multiple participants. Interaction can take the two forms of transactional language,
which has the purpose of exchanging specific information or interpersonal exchanges
which have the purpose of maintaining social relationship. e) Extensive (monologue).
Extensive oral production tasks include speeches, oral representations, and
storytelling, during which the opportunity for oral interaction from listeners is either
highly limited (perhaps to nonverbal responses) or ruled out together.
Games in language teaching, the term 'games' has been used in language
teaching to cover a wide range of classroom activities. Such activities are generally
intended to provide an interesting and entertaining way of practising specific
language items or of stimulating learning in such areas as reading or spelling. While
they often employ mechanisms such as guessing, which give these activities a
communicative dimension and allow students some choice in the language they use,
games of this kind are usually supervised or at least closely monitored by the teacher.
Many traditional games for language teaching are either drills in disguise or else focus
attention on isolated words. The language they practise has little transfer value to real-
life language needs
In communication games, the first place they are intended to develop
communication skills, particularly those of speaking and listening, rather than to
practise particular points of pronunciation or grammatical structure. For this reason no
attempt is made to control the language that could or should be used in any one game.
Prediction of language likely to be elicited by an activity is of course valuable in the
choice of materials to suit particular students, but this need not result in the rigid
prescription of structures to be 'practised'in any game. For example it might seem that

4
a game like Describe and Draw would elicit mainly the language needed for giving
instructions or for describing spatial relationships. Language of this kind will no
doubt occur, and it is possible through the choice of picture content to ensure that
certain semantic areas of language are brought into play naturally in the course of the
game. However, such games also generate an unpredictably wide range of language
and language functions as the players interact as they are obliged to make the fullest
use of their own linguistic resources both in speaking and listening. It is this potential
that makes the activities communicative. They lead to language being used rather than
being practised.
Secondly, the emphasis in this collection of games is often on cooperation
rather than competition. The students work together on the completion of a specified
task, and this again fosters purposeful communication. It is the challenge of reaching
a goal or performing some intrinsically interesting task successfully that provides the
motivation, rather than competition between players. Many language games rely too
much on competition as a motive force and take too little account of the need for the
activity to be attractive and interesting in itself.
Finally, the games are played in pairs or in groups rather than in rigidly
divided 'teams'. This increases the opportunities for talk and the need for students to
listen to each other. Direct interaction among students is the aim, rather than between
teacher and students with the teacher mediating the students' attempts at
communication. Most games are so designed that they can be used on a self-access
basis, with clear instructions attached to each activity.

METHOD
A. Research Design
In conducting research, it needs research design. A research design is the
procedures for collecting, analyzing, interpreting and reporting data in research
studies (Creswell & Piano Clark 2007, p.58). The research design sets the procedure
on the required data, the methods to be applied to collect and analyze this data, and
how all of this is going to answer the research question (Grey, 2014). A classroom
research (CAR) is used in this research as the method. As Burn (2010:2) state that
action research is a self-reflective, systematic and critical approach to enquiry by
participants who are the same members of the research community, which aims to
identify problematic situations or isues considered by the participants to be worthy of

5
investigation in order to bring about critically informed changes in practices. The
researcher uses Kemis McTanggart design in which consist four phases, those are
planning, acting, observing and reflecting.
In planning activity, the researcher should make a plan to prepare the material or
instrument that is used in in the research. Action is the next activity in which the
researcher implements the material and strategy that has been prepared before in the
planning activity to get the data. Observation the activity to observe the situation in
the classroom such as the students’ and also their participants in the classroom
duuring the teaching and learning process. In reflection activity, the researcher can
conduct post-test and the nalyze the result to know whether the implementation of the
activity is successful or not.

B. Participants
This research was conducted at SMA Bina Kusuma Ruteng especially eleventh
grade students. The researcher chosen XI IPA which consisted of 12 students as the
subject in this study. They were chosen as the subjects in this research because after
doing interviewed with English teacher which showed that they still had some
problems in speaking English.

C. Data Collection
The direct observation was conducted to collect the data of this research. It is
doing by the researcher to know wheter implementing these communicative games
strategy in teaching speaking can improve the students English speaking skill. During
observation, the researcher used observation sheet and field notes. They are for
observing teacher and students during the action. After doing the action, the
researcher gave the speaking test at the end of the cycle to see students’ development
in speaking skill. After gave the speaking test, the results of students speaking test
were use as data sources. Then, the researcher analyzed from the result of students
speaking test and after that assessment of scoring the aspect in speaking skill.

D. Data Analysis
To be easy in analyzing the data, the researcher tend to use techniques as follow :
Organizing the data

6
 The qualitative data that derived from teaching and learning process observation
toward student activities in the classroom as well are organized systematically. There
is the whole data is selected and then summarized in the form of description, so that
from the description, the data will understandable.
Verifying the data
The quantitative data derived from students’ pre-test and post-test result are
classified based on the students’ speaking score action within the cycle, so researcher
can know the improvement cycle to cycle.
After the gaining the data, to find the average of students test result the researcher
use the s formula bellow :

X
x
n
X= Mean
 = Sum

x= Individual score
n=Number of students
Then, to find the class percentage of students’ score who pass the criterion
minimum of completeness (KKM) (60), it can be identify by the researcher that
techniques succesful implementation. The researcher uses this formula bellow :
F
P X 100%
N
P= the class Percentage
F= Total Percentage
N= Number of Students
The last, the researcher use this formula : to know the improvement analysis of
tudents’ score within the pre-implementation and after the implementation of the
action research:
y1  y
P X 100%
y
P= percentage of students improvement
y= pre-test result
y1=post test result cycle 1

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Drawing conclusion
The last is making conclusion of the research. Drawing conclusion is very
important to be done in order to get good research conclusion or summarize the
important point in the research.

FINDINGS
A. Observation Result
` Several things about the implementation communicative games that shown the
result of field notes. From the observation, in teaching speaking at eleventh grade of
Bina Kusuma Ruteng Senior High School, the teacher used dialogue-based learning
teachnique and ask the students to read the dialogue from the texbook that use by
students and perform in the front of the class in pair. In this case students only read
dialogue, give it meaning and then performe with their partner. They looked afraid,
confused and ashamed when they are to speak.
The use of srategies like this will be an ongoing problem for students learning
and understand the use of spoken English. Particularly students who had difficulties in
expressing their ideas, opinion, and thoughts. And also they were still hard to
pronounce the new vocabularies and so that they less motivated in learning. Those
problem were analyzed and discussed so that problem could be overcome by
communivative games as solution. There is when the teacher give instruction, must be
clear and the students must follow them, do exactly what it required to, the task
usually practical. The students more fun and interesting in learning after
implementing communicative games.
B. The Result of Test
Based on the result of students’ speaking achievement, here are the result from all
the students’score :
Table 1. The Result of Students speaking score
No Name of Respondents Y Y1 Y2
1 Student 1 56 70 80
2 Student 2 63 74 81
3 Students 3 53 56 71
4 Students 4 55 60 79
5 Student 5 70 73 83
6 Student 6 75 80 82
7 Student 7 46 50 72
8 Student 8 48 55 70

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9 Student 9 60 64 79
10 Student 10 73 79 82
11 Student 11 77 81 83
12 Student 12 63 77 81
Total 739 819 943
P= Percentage, Y= students’ pre-test score, Y1= student’s post-test 1 scores,
Y2= students’ postest 2 scores.

X
x
n
X= Mean
 = sum

x= Individual score
n=Number of students
739
X
12 = 61,58.
F
P X 100%
N
P= the class Percentage
F= Total Percentage
N= Number of Students
7
P X 100%  58,33%
12

Base on the finding above, the final result can be formulated below :

Tabel 2. The improvement score from pre-test 1 to the post-test 2

Score Y Y1 Y2
Total Score 739 819 943
Students’ means score 61,58 68,25 78,58
Students class percentages’ score 58,33% 75% 100%

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DISCUSSION
Base on the result of the test, the mean score of students on speaking before the
research was 61,58. The class percentages which pass the minimum criterion were
58,33 %. It means that there were only 7 students who could pas minimum score of
60 and there are 5 student who got lower score. The mean score of post test 1 at the
first circle was 68,25 and the class percentage were 75%. It means that 9 students
who could pass the minimum score and 3 students still in lower score. The mean
score in the post test 2 at the second circle was 78,58 and the class percentages
were 100% in means that there were all of the students eleventh grade class XI IPA
passed the minimum score and there is no student who got the lower score.

CONCLUSION
Base on the result of data analysis, the researcher make conclusion that teaching
English by using communication game is effective and can improve students speaking
ability. It can be proved through several data such as; observation result which it
shows students enthusiastic, and actively participated in learning process. The
students interest, got motivation, confidence and enjoyed their learning. The test
result, it can be said that all of students in class XI IPA can pass the KKM after
learning by using communication games. It is meant that the implementation of games
in the classroom action research to improve students speaking ability is succes. In the
teaching learning process, the teacher should use communbication game to make
students interest, got motivation, confidence and enjoyed their learning.

10
 REFERENCES

Arroyyani, Risa. 2018. Improving Students’ Speaking Skill Through You Tube Video
Project For Nursing Department, Vol.2 No.2 - 2018.
Byrne, Donn,Shelagh Rixon. 1979. Communication Games. Britain : The Britis
Council
Dewi, Kusuma, Putu Ayu,dkk. 2019. Using Guessing Games to Improve Students’
Speaking Skill.
Dewi, Ratna Sari,dkk. 2017. Using Communicative Games in Improving Students’
Speaking Skills. Vol. 10 No 1; 2017
Fitriyeni, Tri Widyastuti.2020. Improving Students’ Speaking Skills Using Video.
Volume 4 Nomor 4 Edisi November 2020 (189-200)
Jones, Rhodri.1989. Speaking and Listening. London : Jhon Murary Publisher Ltd.
Research Tools. https://www.researchgate.net/publication/323014697
Syakur, Arif. 2020. The Use of Board Game in Teaching Speaking to Young
Learners. Vol.5 No.2;2020
Sahib, Nurfaizah. 2019. Using Dialogue-Games in Improving Speaking Ability of
Participants of Advanced Level of PIKIH Program. Vol.1, No, 2, Oktober 2019,
pp 19-30. http://journal.lldikti9.id.linguistik.
Tod, Loreto. 1987. An Introduction to Linguistics. London : Longman York Press
Trigueros, Roxana. 2017. Qualitative And Quantitative Research Instruments.
Wright, A. 2006. Games for Languange Learning(3rd ed). Cambridge University
Press.

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 LESSON PLAN
School : SMA Bina Kusuma Ruteng
Subject : English
Class/ Semester : XI/1
Topics : Expressions of Suggestion and Offering
Time Allocation : 2 x 45 minutes

A. Learning Objectives
 Learners are skilled at identifying, discussing and using social functions,
expressions and text structures, giving suggestions and offers, and
responding according to the context of their use with full responsibility, care,
cooperation, and love of peace.
 Learners are skilled at using, compiling and analyzing expressions of
suggestions and offers to carry out transactional and functional
communication correctly and in context, with full responsibility, care,
cooperation, and love of peace.

B. Learning methods:
 Scientific approach
 Model: Discovery Learning
 Technique: Discussion and Q&A

C. Media, Tools, and Learning Resources:

1. Media: student worksheets
2. Style/material: marker and whiteboard
3. Learning Resources: Bahasa Inggris, Kementrian Pendidikan dan Kebudayaan
RI

D. Teaching and Learning process

Steps No Activities Time
Pre-Activity 1 The students pray together and the teacher greeting 10
students
2 Checking students’ attendence
3 Students are given change by teacher to give the
question related to the topic that they are going to
learn and share their opinion.
Whilst-Activity 1 With the guidance and direction of the teacher, the 70
teacher explains what expressions are used and
linguistics elements used.
2 The students are read examples of expressions of
giving suggestions and offers with their responses.
3 The students are asked to give other examples
expressions of giving suggestions and offers with
their responses
4 Students ask things that are not clear about
suggesting and offering and how to respond to the
expression suggest and offer appropriately.
Post-Activity 1 The students are asked what that they have studied. 10
2 The students are given a chance to ask question

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 related to the material given
3 Giving assigment for students
4 End the class and the students pray together

E.Assessment
1. Attitude : responsible, honest, discipined and active
2. Knowledge : oral test
3. Skills : doing tasks according to the material being taught.
4. Speaking ability.

Acknowledged by,
The Head of the SMA Bina Kusuma Ruteng

NIP.

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IN THE TEACHING LEARNING PROCESS

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