IMPROVING ENGLISH LANGUAGE LEARNER SPEAKING ABILITY

THROUGH BOARD GAME

CHAPTER I

INTRODUCTION

A.   Background of the Study.  

Looking at the development of science and technology, language has an important rule for
human life. By using language people can express their ideas, emotion, and desires, and it is used
as a medium to interact with one another, to fulfil their daily needs. English has been the most
important language in international communication. 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 subjects studied at school.
English has many functions, one of them as stated in the 2004 curriculum that English is
meant 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 successful 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 the 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  SMPN
01 Bayang, 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 practise their capability and their understanding, how to
send ideas, and how to spell words well; in this case the students’ motivation and interest are very
needed to make the process of their understanding more easy.
Because the material of the English subject is very varied, 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 more motivated to study. The teacher who is able to
present the material easily will be the students' idol. The teacher can use some methods in the
teaching learning process to help the students’ understanding about the material that is explained.
In applying methods, the teachers have to prepare many things like; teaching material, classroom
management, and many other aspects because using inappropriate techniques 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 a 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 the English language. Methods are used to help the students to
speak to make interaction between the teacher and students. Furthermore, the teacher has to
prepare the interested aids before teaching the learning process. In this case, the researcher used
board games as a method in teaching learning processes.
The teacher can use board games as a method in teaching and learning processes.
According to (Hornby; 1995, p. 486) game is an activity that you do to have some fun. Board games
can be defined as something or an instrument that is used to attract students’ motivation to follow
the teaching and learning process because board games can make the students more focused 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 games can be a method that will give many advantages for teachers and the students.
Methods must be able to increase the students’ motivation in learning English, especially in
speaking English. And, the method has to be able to manipulate, see, listenable, and readable. At
last the teacher hopes that method can motivate his students to speak English to communicate their
needs, especially in the classroom and in their daily needs in general.
Board games as a method of intertwining can build up the students’ motivation and reinforce
any language skill such as speaking and listening. The students play board games in the classroom
only for language learning and help them to increase their speaking skill which they can apply
outside of the classroom.
Communication is one of the implementations of language function in society as a means of
carrying out 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 rules
and has a good school environment, the students can speak English as well.
Speaking is one of four language skills, which is the basic function of language as a
communication instrument. Students who study at the school which use a certain language will be a
 good speaker, different from students who study at the other school. They will have difficulties in
using English to speak to each other; it is caused by the condition of the 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 finding out the
method to increase students’ speaking ability through board games. The subject of the study is the
eighth graders of  SMP Negeri 3 Berastagi year 2022/2023

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 3
BerastagiD.      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 3 Berastagi  year 2022/2023.

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.

F. Definition of Terms
1. Music
Music is one of the ways people can share feelings through expression
involving the taste of art and momentum of inspiration. Music uses musical
instruments, which becomes the final touch to make-real what comes through mind
into such combination and arrangement (Gardner, 1983: 133).

2. Song
Song can be considered one step ahead of music-making. Since song is
closely connected with music, it is strongly attached to human lives. Song, instead of
combining musical art, also uses the art of language. Song has strong affection on the
use of special writing. It is indeed that both the music and the words creation of the
song bring the emotion and feeling to reach certain valuable connection of mind and
soul (Kodaly, 1996: 131).
In this study, song is related to an art that is strongly embedded to language
learning and it can be a technique to improve language skills, especially in improving
vocabulary mastery.
3. Listening
Listening is an ability of language learning which is more important than
reading and writing in terms of comprehension. To listen to utterances means and
requires more practice and the basics of learning. In listening, the learners have to carry
out the process of hearing with sense, so the language learning process would be
receptive since listening requires an ability of the listener to hear utterances and
sentences of the language learned (information) and perceive the spoken language in
a short period of time immediately. Thus, the listener can not confirm or clarify what
is heard or said as in reading or writing since the words that the listener received are
not under his or her control. It deals with communication or conversation (Lancaster,
1974: 79).
4. Vocabulary
 Vocabulary is a core component of language proficiency and it provides a
basis for how well the learners speak, listen, read, and write since it is the
fundamental principle in learning a second language. Vocabulary can support the
learners to learn another language elements and language skills. For beginners in
language learning the most basic principle to be proficient in foreign language
conversation is memorising perfectly the vocabulary (Palmer, 1925: 130).
The definition reveals that vocabulary as a stock of words in a language that
can support the learners to learn another language elements and language skills to be
proficient in foreign language conversation.
5. Vocabulary Mastery
Vocabulary mastery consists of knowledge and language performance. It is
the ability to comprehend words; comprehension includes the ability to know the
meaning of the words, to memorise the words better, to pronounce the words
correctly, and to use the words in context. Subsequently, teaching vocabulary is not
only a matter of allowing the students to know and then memorise a stock of words
but also providing the students with knowledge to comprehend and apply the words
in a real context. In order to master a foreign language, vocabulary mastery is
necessary so as it relates to other language skills and language focus (Bachman and
Palmer, 1996:17).

CHAPTER II
REVIEW OF LITERATURE

A.   Speaking Ability
This chapter will discuss the nature of speaking, the meaning of speaking, the function
of speaking, the aspect of speaking ability, and macro and micro skills 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 be 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: 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 descriptions may conclude that ability is the capability of
humans which is identical with ability. According to Djiwandono (in Munir, 2005, p. 16) speaking is
the activity to express thought and feeling orally.
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 thought, idea or
feeling” opinion and wish. Another expert says that speaking is talk or speak (Haryanto in Sunardi,
2004, p. 13). If both speaking and ability are combined, 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 functions. 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 relationships.
 Another basic distinction when considering the development of speaking ability is between
monologue and dialogue. Their ability to give an uninterrupted oral presentation is very clear from
interacting one person and another speaker for transactional and intersectional purpose, while, all
native speakers can and do use language interaction, not all native speakers have the ability to be
extempore on a given subject to a 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 utterances 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
communicate successfully.

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 be able to communicate effectively, it must be
considered in 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 analyse 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 solution 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.
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 emphasising 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 Skill 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).
B.  Board Game
This chapter discusses the meaning of board games, the concept of board games, the
advantages of board games, the disadvantages of board games, and teaching speaking by using
board games.
1. The Meaning of Board Games.
            To increase the speaking skill we need a method to be used. One of them is games. The
definition of game is an activity that you do to have some fun (Hornby, 1995, p. 486). Therefore,
board games can be defined as something or an instrument that is used to attract students’
motivation to follow the teaching and learning process because board games can make the students
more focused 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 games can be a method that will give many advantages for teachers and the
students. 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 games 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.
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 a good atmosphere in the classroom and makes 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, projects, reading story books.
i)                   Make learning English enjoyable and fun-remember you are influencing their attitude to language
learning. (Lower as an effective filter). It means the teacher has to try in order for students to have
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 the teacher does not blame students directly, the teacher must give support to
students while repairing their mistakes.
k)                 Use a lot of gestures, actions, pictures to demonstrate what you mean. It means the teacher has to
try to accompany her explanation with a method in order for students to 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. Teachers must teach them by
using English, especially about anything in their surroundings.
m)               Play board game, singsongs, say rhymes and chants together. It means the teacher has skills in
playing board games, 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 translates to English and repeats again, again and
again to make them always remember what the 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 a new language while remembering 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.
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 practised, 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 games help 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.
7.             Speaking skill board games 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 games 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 games make 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 itself perfectly to quick bursts of revision. Using some of the board games,
you can revise a massive amount of speaking skill and grammar in a few minutes.
7.             If you use a 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
practise the language you are teaching will keep your children alert and enjoying themselves
9.             The philosophy of encouragement incorporated into this board game allows all students, including
the less good ones, to gain 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 games (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
summarised 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 games 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 games
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.
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 take 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 game in teaching English is Board Game. The effort of the linguist has strong basics
because the learner is entertained with their everyday life, giving chances to the student to be more
creative because Board Game as a method in teaching speaking English is very effective and more
interesting because the students will be memorising the vocabulary and enjoying the picture on the
board. So using a Board Game in teaching speaking will give me the achievement of acquiring
English.
            Board Games can increase motivation to learn English for the students. They also have to
add the advantage of memorising 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 drills
is usually very quickly forgotten and finally, Board Game which helps to bring the students memorise
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 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 7 Mataram in 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 7 Mataram?
            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 in the design used. He used
Experimental Design and the Present researcher used classroom action research.Meanwhile, the
similarity of this research is the researcher same discuss about Speaking Ability.
          Second. Nurul Hidayah (2008/2009) on the Effect of English Speaking Club (ESC) towards
the Students’ Speaking Ability for the Second Year Students of SMA NW Pancor 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 NW Pancor in the School Year of 2008-
2009? To what extent English Speaking Club (ESC) was the best program to optimise Teaching
Speaking Ability for the second year of SMA NW Pancor 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 classroom action
research. Meanwhile, the similarity of this research is the researcher the method in teaching and
learning process.
D.  Theoretical Framework
Based on the relevant studies results can be proposed the theoretical framework of the
research, that may be used as a basis of hypothesis formulation and to comprehend the inter
variable relation.
Speaking is one of the language components that function to express feeling, opinion, ideas,
and emotion. One of the strategies to increase speaking is discussion. Board games are one
method in teaching speaking which encourages students to speak as much as possible.
According to (Hornby, 1995, p. 486). The definition of a game is an activity that you do to
have some fun. Therefore, board games can be defined as something or an instrument that is used
to attract students’ motivation to follow the teaching and learning process because board games can
make the students more focused 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 games can be a method that will give many
advantages for teachers and the students.
Based on the statement above, board games may help the students in learning English,
especially in speaking ability. Likewise, the writer wants to investigate increasing students’ speaking
ability through board games.
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 MTs PEMUDA in the
school year 2012 / 2013.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The present researcher categorised it 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 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: planning, acting, observing, and
reflecting. Action research is categorised as qualitative research although the data collected can be
in the 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 designed as the attempt to plan and de term all of the possibilities and the
material that be needed in a qualitative research. Research design is used in this research as
classroom action research. According to Suharsimi, (2002, p. 82) that action research is a solving
problem strategy which uses real action in the form of an innovative development process in
detecting and solving problems.
The procedure of the classroom action research consists of cycles. The cycle is administered
based on the progress being achieved. To identify the students’ ability in English pronunciation, the
students were given a diagnostic test functioning as initial evaluation. This initial observation is
conducted in order to determine appropriate action in increasing English. From evaluation and the
observation, it is determined 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 the pre-test is telling the researcher how far the students’ ability is.
The details of the research planning can be described as follows; before implementing the
determined action, the teacher will prepare all needed 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 three-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.
c.    Designing a test to find out the increased 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 has achieved equal or more than 6 of the range that lays from 0 to 10. The
students' result will be analysed using the 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 were happening during the teaching and learning process. In classroom action
research, the observation is focused on collecting the data relating to the treatment activity. This
observation played 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 about what has been done, how the result, and what 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 are achieved. The result of reflection may show
whether the action is successful or not, then follow up can be planned after, if the reflection result
tells the action is successful, the cycle is over, but if it is not, the next cycle must be planned with
any improvement.
B.  Setting of the Study
       The setting of the study refers to the place and time to conduct the study. This study will be
conducted at the first semester of the eighth graders of MTs PEMUDA in the school year 2012 /
2013. The researcher did classroom action research during the months (October to November) in
the school year of 2022/2023. The following time table of the research was listed in detail to Table
3.1.
Table 3.1
Months/weeks

No October November
Activities

1 2 3 4 1 2 3 4 5
1 Research preparation
Making lesson plan
Preparing material
Writing instrument
2 Research action
Teaching and learning
Observation
Evaluation and reflection
Data analysis
3 Reporting
4 Writing