THE EFFECT OF POSTER MEDIA TOWARDS STUDENTS ABILITY IN VOCABULARY MASTERING AT THE SECOND GRADER OF SMA NW TEBABAN IN THE SCHOOL YEAR OF 2011-2012

INCREASING STUDENTS SPEAKING ABILITY THROUGH BOARD GAME FOR THE EIGHTH GRADER OF SMPN 1 MONTONG GADING IN THE SCHOOL YEAR

2013/2014THESIS

ABDUL HANAN NPM: 08460326STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION

STKIP HAMZANWADI SELONG

2013INCREASING STUDENTS SPEAKING ABILITY

THROUGH BOARD GAME FOR THE EIGHTH GRADER OF SMPN 1 MONTONG GADING IN THE SCHOOL YEAR

2013/2014ABDUL HANAN

NPM: 08460326

A Thesis

This thesis is submitted to the Study Program of English Language

Education as a Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan in English

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION

STKIP HAMZANWADI SELONG

2013ABSTRACTFauzan, Bahri. 2013. Increasing Students Speaking Ability through board Game for the Seventh Grader of SMPN 1Montong Gading in the School Year 2013/2014. An Undergraduate Thesis. Study Program of English Language Education. Department of Language and Art Education. STKIP Hamzanwadi Selong. Advisors: 1) Lalu. Yani Wardan, M.Pd. and 2) Helmi, M.Pd)

Key Words: board game, speaking ability.The success of teaching and learning process is always expected by teacher and students; however they still find out many difficulties and problems especially in the class of speaking. The problems tend to occur due to the teacher seldom applies the effective game of teaching. Thus, it is suggested to seek various approaches and game to stimulate students spirit in learning. One of the game is board game. It is very effective to create the students enthusiasm in learning process or in practicing their English speaking ability, especially. Therefore, teachers should use the proper game to create interesting class.This research was Classroom Action Research (CAR). It was addressed for describing how the board game increase the students speaking ability for the Seventh Graderof MTs NW Majidi in the school year 2013/2014. A research question was formulated: how can board game increase students speaking ability at the eighth graders of MTs NW Majidi in the school year 2013/2014? The sample used was the eighth graders students of MTs NW Majidi. The total number of the students was 27 students. To collect the data, the researcher used oral test and observation check list as his instrument. Furthermore, to analyze the data, the researcher used descriptive statistic and observation checklist.The result of the data analysis saw that the learning completeness of both of the cycles was 62.96 % and 81.48%. In addition the mean scores of both of the cycles were 56.67 and 64.56. It indicated the students speaking ability of the eighth graders of MTs NW Majidi increased. After analyzing with the FSI Procedure, the students speaking ability was in average level category, while teaching and learning process was very active. Therefore, board game could increase the students speaking ability.ABSTRAKFauzan, Bahri 2013. Meningkatkan kemampuan berbicara siswa melalui board game pada siswa kelas tujuh di SMPN 1Montong Gading tahun pelajaran 2013/2014 Skripsi. Program Studi Pendidikan Bahasa Inggris. Jurusan Bahasa dan Seni. STKIP Hamzanwadi Selong. Pembimbing: 1) Lalu. Yani Wardan, M.Pd. dan 2) Helmi, M.Pd.Kata Kunci:board game, kemampuan berbicara.Kesuksesan kegiatan pembelejaran senantiasa diharapkan guru dan siswa, kendatipun mereka masih menemukan banyak kesulitan dan masalah. Masalahmasalah itu cenderung terjadi disebabakan karna kurangnya penerapan game mengajar guru yang bersangkutan. Oleh karenanya perlu ditemukan jenis game dan pendekatan untuk merangsang semangat belajar siswa. Salah satunya adalah game papan. Game ini sangat efektif digunakan dalam menumbuhkan semangat siwa dalam kegiatan pembelajaran atau dalam memperaktikan kemampuan berbicara mereka. Dengan demikian, guru seharusnya menggunakan strategi yang cocok untuk menumbuhkan ketertarikan siswa dalam belajar.

Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian ini dimaksudkan untuk menggambarkan bagaimana game papan meningkatkan kemampuan berbicara siswa pada kelas delapan di MTs NW Majidi Tahun Pelajaran 2013/2014. Rumusan masalah penelitian ini adalah bagaimana meningkatkan kemampuan berbicara siswa melalui game papan pada siswa kelas delapan di MTs NW Majidi Tahun Pelajaran 2013/2014?. Peneliti menggunakan sample tertentu yaitu siswa pada kelas delapan. Jumlah siswa sebagai sample adalah 27 orang. Dalam mengumpulkan data, peneliti memberikan tes dan observasi. Kemudian teknik analisis datanya menggunakan analisis deskriptif statistik dan dengan mengisi daftar cek observasi.

Hasil analisis penelitian ini menunjukkan bahwa ketuntasan pembelajaran pada kedua siklus adalah 62.96 % dan 81.48%. Kemudian nilai rata-rata kedua siklus adalah 56.67 dan 64.56. Hal ini berarti kemampuan berbicara siswa pada kelas delapan di MTs NW Majidi telah meningkat. Berdasarkan prosedur FSI, kemampuan berbicara siswa berada pada tingkatan kategori sedang dan pembelajarannya sangat aktif. Berdasarkan analisis data di atas menunjukan bahwa game papan telah dapat meningkatkan kemampuan berbicara siswa.

DECLARATION

Here by, I am:

Name: ABDUL HANANNPM : 084600236I declare that this thesis does not contain material which has been accepted for award of any other degree or diploma in any university, nor does it contain material deviously published or written by any other person, except where due reference is made the text of the thesis.

Pancor, Pebruari 2013

APPROVALINCREASING STUDENTS SPEAKING ABILITY THROUGH BOARD GAME FOR THE SEVENTH GRADER OF SMPN 1 MONTONG GADING THE SCHOOL YEAR

2013/2014

ABDUL HANANNPM: 084600326This is certify that this thesis has been approved by the advisors for the thesis defense

Approved by:

Advisor I,

LALU. YANI WARDAN, M.Pd. NIS. 0829057002Advisor II,

HELMI, M. Pd. NIS. 3303121549

Acknowledged by:

Study Program of English Language Education

Head,

MOEDJITO, Ph.D.

NIP. 196905061993031004

RATIFICATIONINCREASING STUDENTS SPEAKING ABILITY THROUGH BOARD GAME FOR THE SEVENTH GRADER OF SMPN 1 MONTONG GADING THE SCHOOL YEAR

2013/2014ABDUL HANANNPM: 08460236Accepted by the Board of Examiner as the Requirement for the Degree of Sarjana Pendidikan in English Language Education on March 7th, 2013

Board of ExaminersUSULUDDIN, M. Pd. .... NIS. 3303121094

(Chairman)LALU. YANI WARDAN, M. Pd. .. ....................................NIS. 3303121182 (Member)

HELMI, M. Pd. ........................... .................................... NIS. 3303011729 (Member)

Acknowledged by:

HAMZANWADI SELONG College of Teacher Training and Education

Assistant 1,

Dr. KHIRJAN NAHDI, M. Hum.NIP. 196812312002121005DedicationThis thesis is dedicated to:

My beloved parents (Hakul yaqin and Saopri) my brothers, my sisters (Khairunisa), Rizia Wulandari, my all friend and family who has give me support for everything in order to I can finish this thesis, And also for my bad dreams.

MottoMotto :Don`t you ever shy to do something

That you think wrong

Because

The worse you have done that is better for you..!!ACKNOWLEDGEMENTWith great pleasure, I would like to express my deepest thank to Allah the Almighty, for His mercy and blessing so this thesis entitled Improving students speaking ability through cooperative script for rhe tenth grade of MA Mualimat NW Pancor in the school year 2012/2013 could be completed well, even if it is still far from perfection. Through this opportunity, I would like to say thanks and indebted to :

1. Ir. Hj. Siti Rohmi Djalila, M. Pd. as the Head of STKIP HAMZANWADI Selong.2. Moedjito, M.Ed. Ph.D., the head of Study Program of English Language Education.3. Lalu. Yani Wardan, M.Pd., the first consultant who has given spare time, correction, guidance, suggestion, and assistance to help me during the process of writing this thesis.4. Helmi, M.Pd., the second consultant who has also given much contribution, help, guidance, and support to me in completing this thesis.5. All of my lecturer, and everyone who has encouraged and supported me in finishing this thesis.6. My family, relatives, and siblings who have supported my physically and spiritually during the process of accomplishment of this thesis.Finally, this thesis is still far from perfection. Therefore, the constructive critics and suggestion are needed for a better perfection.

Selong, Desember 2012Abdul Hanan

CONTENTS

Tittle Page

Abstract.....................................................................................................................i

Abstrak.....................................................................................................................ii

Declaration..............................................................................................................iii

Approval Page ........................................................................................................ivRatification ..v

Dedication...............................................................................................................vi

Motto......................................................................................................................vi

Acknowledgment...................................................................................................vii

Table of C ontents.................................................................................................viiiCHAPTER I: INTRODUCTION

A. Background of the Study ...................................................................................1

B. Focus of the Study......................................4

C. Statement of the Problem...................................................................................4

D. Purpose of the Study..................................5

E. Significances of the Study..........................................................5

CHAPTER: II REVIEW OF LITERATURE AND ACTION HYPOTHESIS

A. Speaking Ability.................................................................................................7

1. The Nature of Speaking Ability...7

2. The Meaning of Speaking Ability....8

3. The Function of Speaking Ability....8

4. The Aspect of Speaking Ability...9

5. Macro and Micro Skill of Speaking Ability.......10

B. Board Game........................................12

1. The Concept of Board Game.12

2. The Advantages of Board Game....13

3. The Disadvantages of Board Game...14

4. Teaching Speaking by Using Board Game....15

C. Relevant Study................16

D. Theoretical Framework............................................................................19

E. Action Hypothesis................20

CHAPTER: III RESEARCH METHODOLOGY

A. Research Design...............................................................................................21

B. Setting of the Study...............................25

C. Subject of the Study .....................................................................................26

D. Data Collection...26

1. Performance Indicator......................................................26

2. Technique of Data Collection..........................................26

3. Instrument................................................27

E. Data Analysis.....................................................31CHAPTER: IV RESULT AND DISCUSSION

A. Action and Results............................................................................................34B. Discussion.........................................................................................................39CHAPTER: V CONCLUSION AND SUGGESTION

A. Conclusion.........................................................................................................44B. Suggestion.........................................................................................................44REFERENCES ....................................................................................................46APPENDICES .....................................................................................................49

LIST OF TABLES

Table 1 Time Schedule of the Research...

25Table 2 the comprehensive description of the FSI procedure

28

Table 3 weighting table of comprehensive description of the FSI procedure.. 30

Table 4 the conversion table of weighting table of the comprehension

description of the FSI procedure30

Table 5 the score of speaking test based on proficiency description40

Table 6 the score of speaking test on cycle I and II..41

LIST OF FIGURES

Figure 1 Action Research Cycle

22

LIST OF APPENDICES

Appendix 01 Lesson Plan Cycle I..50

Appendix 02 Lesson Plan Cycle II.55

Appendix 03 Observation Sheet on Cycle I...60

Appendix 04 Observation Sheet on Cycle II..62

Appendix 05 The Blue Print of Research Instrument....64

Appendix 06 Research Instrument of Cycle I....65

Appendix 07 Research Instrument of Cycle II..66

Appendix 08 The Result of Students Speaking Test of Cycle I...67

Appendix 09 The Result of Students Speaking Test of Cycle II..68

Appendix10 The Calculations of Means Score (M) and Standard Deviation (SD/s) of the Students Speaking Test on the Cycle I .....69

Appendix 11 The Calculations of Means Score (M), Standard Deviation (SD/s) and the Level of Category of the Students Using Board Game Based on FSI Procedure..70

Appendix 12 Observation Format of Group Work Learning Type Board Game. 71

Appendix 13 Observation Format of Group Work Learning Type Board Game..77

Appendix 14 The Result of Group Work Observation of Cycle I and II...83

CHAPTER IINTRODUCTIONA. Background of the Study. Look at the developing science and technology, language has an important role 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 MTs NW Majidi, 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. English language teaching in the level of Elementary school (SD), Junior High School (SMP), and Senior High School (SMA) is concerned on four language skills which are called listening, speaking, reading, and writing skills. All of them cannot be taught separately, but they must be integrated in teaching and learning process at once. Meanwhile, a teacher should decide which one of the skills that must be stressed in a meeting. Apart from the four skills, speaking is considered intuitively the most important and crucial one (Ur, 1996, p. 120). In addition, he emphasizes that it is because one, a speaker, who could speak English is regarded of knowing all other kinds of language skills. Furthermore, McDonough and Shaw (2003, p. 133) also state that people might frequently express their judgment upon our language skills from our ability in speaking rather than other skills. Therefore, we surely convince that foreign language learners tend to be interested on how to speak the language, especially English. In other word, by practicing the language orally would stimulate the students to create an effective speaking class.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 teachers explanation and it means that the teacher may be failed in teaching them.

The problem found in the field of English teaching is the teacher is not creative in finding media to reach the objective of teaching and learning. It is stated that media are used to stimulate students in learning. Gerlach and Ely (1980: 241) point out that media is any person, material or event that exploit conditions that enable learners to acquire knowledge and skills. On the other hand, using media could help the students to comprehend some kinds of text. Moreover, in teaching speaking ability, the teacher should not teach the students to memorize the word then produce only after memorizing it to be able to speak, but he needs to help them by using a media to respond it in spoken. Considering the fact, the teacher should use the media to help the students to comprehend the word in spoken.

The use of monotonous media also makes students feel bored in learning process. One of media which is rarely use by the teacher especially in teaching speaking is board game. Board game can be defined as something or an instrument that is used to attract students motivation to follow the teaching and learning process. By using board game, the students are guided to express their own description of a certain topic by looking the board.

The use of board game is hoped can solve the problem of the students in classroom, especially when they learn about speaking. Their problems are; they do not have high motivation and do not get some ideas when they are asked to speak.

Based on the above phenomenon the present researcher intends to investigate about increasing students speaking ability through board game for the eighth graders of MTs NW Majidi in the school year 2012/2013.

B. Focus of the Study

Based on the background of the study above, this study was limited to find out the increasing of students speaking ability through board game. The subject of the study was the eighth graders of MTs NW Majidi in the school year 2012/2013.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 MTs NW Majidi in the school year 2012/2013?D. Purpose of the StudyThis study was aimed at finding out the role of board game in increasing students speaking ability for the eighth graders of MTs NW Majidi in the school year 2012/2013.E. Significances of the Study

The results of this study were expected to given both theoretical and practical benefits as follows:1. Theoretically

The result of this study was expected to be able to add some concepts of teaching and learning speaking skill.2. Practicallya. For the teacher

1) Teacher can use the media easier and she/he will have a new strategy to teach speaking by using board game.2) The teacher can make this media to be interesting media in order that the students are easy to understand in learning English, especially speaking skill.b. For the students

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

2) It will improve the students ability in speaking.c. For further researcher

1) As a reference for the other researcher who wants to study about this problem more sfecificly.

2) As a basic foundation to open up a wider perpective for the next researcher concerning with the existence of using board game to increse speaking ability. CHAPTER IIREVIEW OF LITERATURE AND ACTION HYPOTHESISA. 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 AbilityBrown (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.Poerwadarminta (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 abilitys 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.

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 AbilityBrown 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.4. The Aspect of Speaking AbilityDarmodihardjo 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) states that there 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 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 Skill of SpeakingHere 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 GameThis chapter discuses about the concept of board game, the advantages of board game, the disadvantages of board game, and teaching speaking by using board game. 1. The Concept of Board Game

Board game is media in learning which is focused on small group to make cooperation in order to gain the purpose of learning. According to Hammond (2011, p. 10) states that the concept of board game is a learning strategy for mixed groupings involving the recognition of team and responsibility for individual learning group members. The teachers use board game as a media to teach the new academic information to students every week, either through oral or spoken presentation. They also stated that participants in the class are divided into several groups or teams, and each consists of four or five members of the group. Each team has heterogeneous members; either gender, ethnicity or ability (high, medium, low). Meanwhile board game is a media in learning that stresses on the activity and interaction between students in order to give motivation and helping each other in mastering the lesson material to get the maximal competence. In this learning strategy, students are assigned to work in one collection consisting from 4-5 people, after teachers explain the topic discussion; teachers gives example how to play board game, the teacher asks one of the groups to practice playing the board game, the member of the group that practicing must give the signal to the leader what the teacher write or take in the board, and the leader of the group must guessing what the teacher write or take in the board. So that, each student in the group must help the group.

2. The Advantages of Board Game

Carly (2010, p. 21) states that there are many advantages of using board game in the classroom they are:

1. Board game 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. Board game encourages students to interact and communicate.

6. Board game creates a meaningful context for language use.

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.3. The Disadvantages of Board Game

Dewar (2009, p. 15) states that 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.

4. Players takes too long and 2 players is completely pointless (without trades, it's all luck).5. 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 GameOne 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 media 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 Game: (1) teachers explain the topic discussion (2) teachers gives example how to play board game (3) the teacher asks one of the groups to practice playing the board game (4) the member of the group that practicing must give the signal to the leader what the teacher write or take in the board, (5) and the leader of the group must guessing what the teacher write or take in the board (Hidayati, 2007, p.13). C. Relevant StudyThe studies that have relevant with this study are: first the study that was conducted by Sriwati (2006/2007), entitled; The Effect of the Customs to Speak English Toward English Speaking Ability for the Third Year Students of SLTPN 1 Sukamulia in the School Year 2006/2007. The problems of her study are: (1) To what extent the will of students to adjust oneself to speak English in English speaking ability for the third year students of SLTPN 1 Sukamulia in the school year 2006/2007?; (2) To what extent is English speaking ability for the third year students of SLTPN 1 Sukamulia in the school year 2006-2007?; and (3) To what extent is the achievement level of English speaking ability for the third year students of SLTPN 1 Sukamulia in the school year 2006-2007?. The purposes of her study are to find out; (1) The will of students to adjust oneself to speak English in speaking ability for the third year 2006-2007.; (2) The English speaking ability for the third year students of SLTPN 1 Sukamulia in the school year 2006-2007.; and (3) The achievement levels of English speaking ability for the third year students of SLPTN 1 Sukamulia in the school year 2006-2007. The subject of the study is restricted to the third year student of SLTPN 1 Sukamulia in the school year 2006/2007. The population consisted of three classes, which consist of 95 students. The researcher used of descriptive quantitative research. In this matter, the researcher investigated about how to developing speaking skill with the customs or the habit to speak English. To get the accurate data and result, so the researcher used a type of test that is speaking test. In this case, the researcer gave the students some questions/tests, when the students were answering the test, their answer was recorded. The data was described by using descriptive statistics which covered maximum score determination to the minimum ideal. In this case, ideal mean (Mi) and ideal standard deviation (SDi) were derived from the formula; Mean (M) = (ideal maximum score + ideal minimum score). The result of his research showed that the mean scores of critical value test equals to 2.851, with the 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.

The second study was conducted by St. Hidayati. H. (2007/2008), entitled; The Effect of Pocket Chart Toward Students Speaking Achievement for the Second Year of MTs. MUALLIMIN NW Pancor in the School Year 2007/2008. The problems of her study are: (1) Is there any effect of pocket chart on students speaking achievement for the first year of MTs. Mualimin NW Pancor in the school year 2007/2008?; and (2) To what extent is the effect of pocket chart on students speaking achievement effective for the first year of MTs. Mualimin NW Pancor in the school year 2007/2008? The purposes of her study are: (1) Whether pocket chart has effect on students speaking achievement for the first year of MTs. Mualimin NW Pancor in the school year 2007/2008.; and (2) The effect of pocket chart on students speaking achievement for the first year of MTs. Mualimin NW Pancor in the school year 2007/2008. The subject of the study is restricted to the Second Year of MTs. MUALLIMIN NW Pancor in the School Year 2007/2008. The population consisted of six classes, which consist of 209 students.This researcher divided the sample into experimental group and control group. The experimental group was tought by using pocket chart, while control group did not use the pocket chart. Both of the groups were given the same test. The test consisted of pre-test and post-test. A pre-test was given at the first time and post-test was given at the last of teaching and learning process. After the students did the test, the researcher got the information about their ability. The researcher used a set of question (oral test) or other tools to measure the students speaking achievement. In the speaking test, the subjects were asked speaking for five minutes. After the students did the instruction, the researcher marked the scheme of students score, which consisted of accuracy of pronunciation, fluently, grammar, vocabulary, and comprehension. To obtain the data, the researcher used a kind of test, which was speaking test. In doing the test, the researcher applied some ways: before giving the tests, the researcher prepared a large room for the subjects, after entering the classroom; the researcher took the pocket chart in front of the class and described the material.

The data was analyzed by using descriptive statistic. It includes the maximum determination score and the minimum ideal score. In this case, Ideal Mean (Mi) and Ideal Standard Deviation (SDi) were derived from the formula Mean (M) = (ideal maximum score + ideal minimum score). Ideal Standard Deviation (SDi) = 1/6 (ideal maximum score ideal minimum score).

In testing the hypothesis of this research, the researcher used the t-test. If t-test > t-table in the significance level of 0, 05 (P=0, 05), Ho is rejected. It means that the experimental groups have higher achievement in speaking than control groups. If t-test < t-table in the significance level of 0, 05 (P = 0, 05), Ho is accepted. It means that the control groups have lower achievement in speaking than experimental group.After comparing the relevant studies above with the present researcher study, it can be found their sameness and differences. The sameness can be seen on the defendant variable, while the differences can be seen on the design used and the subject investigated. D. Theoretical FrameworkIn a classroom, when the teaching and learning process occurs, the teachers are expected to vary the model of presenting the materials. It might be in form of the strategies or the techniques used in order the learning process will be more attractive and challenging for the students. In the case, in speaking class, the teachers can create a condition that might involve students participation in any kind of class activity, therefore they will be active and have desire to talk or communicate and interact with the others. This is based on Richard and Roghers statement that the language primary function is for interaction and communication (in McDonough and Shaw, 2003, p.135). In teaching speaking, the teacher should not teach them through lecturing the theory only without liberating them to practice in a class session because the teacher oriented should be minimized. In this case, Gebhard (2000, p. 52) and Ur (1996, p. 21) offers, subsequently, one of the factors contributing to make interactive classroom that are reduction in the centrality of the teacher and learners talk a lot.

According to Hornby (1995, p. 486), the definition of game is an activity that we do to have some fun. In other word, there are many types or models of Game. One of them is Board Game. Board game is a learning strategy for mixed groupings involving the recognition of team and responsibility for individual learning group members Based on the statement above, board game is as method that may help the students in learning English especially in speaking ability. Likewise, the researcher wants to investigate about increasing students speaking ability through board game.

E. Action Hypothesis The hypothesis result of the study was formulated as follows: the implementation of board game can increase students ability in speaking for the eighth graders of MTs NW Majidi in the school year 2012 / 2013.CHAPTER III

RESEARCH METHODOLOGY

A. Research Design The research was categorized into a classroom action research. Classroom action research is defined as the process of cycle controlled investigation and self-reflective enquiry done with partnership of the teacher or candidate of the teacher in order to revise the improvement towards system, method, process, content, competence or learning situation. 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 collected 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, this study focuses on practical, not statistical significance and present raw data. Then, the components show the cycles or the on-going activities can be seen in the figure bellow:

Suharsimi,(2010 , p. 137)Figur 3.1Action Research Cycle1. 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 board game in increasing students speaking ability. It was done by applying a pre-test to the students. The result of pre-test is telling the researcher on how far the students ability are.

The details of the research planning can be described as follows; before implementing the determined action, the teacher was prepare all needs and supportive materials as well as the steps applied. They are:

a. Making the lesson plan i, e, the step of presenting the material based on the there-phase technique and the activity was done by the students.

b. Preparing all facilities and supportive material in presenting the teaching materials, such as; Board game in increase students speaking ability.

c. Designing a test to find out the increasing of students speaking ability.

2. Acting In implementing of the action, the reseacher was assited by his collaborator. The researcher acts as the teacher who was teach how to speak by using board game.

The main steps in the teaching and learning activity was designed as follows:

a. Pre-activity The teacher greets the students and cheks the students attendance

The teacher tells the students about the objectives of the lesson.

The teacher explains the roll of the lesson. The teacher gives motivation to the students.b. While-activity

The teacher explains the students, how to speak based on the topic (method/ board game). The teacher explains to the students the way to speak easily. The teacher gives an example of speaking to the students. The teacher shows one of game to the students. The students try to speak based on their words in the board. The teacher gives the chance to the students. Then the students try to practice the game. The teacher asks the students rolling their own work to their friends and the students check it based on their understanding. The teacher discusses it together with the students, and let them to ask question if they do not understand.c. Post-Activity1. Teacher makes reflection on the students activities.2. The teacher makes conclusion about how to say something by using board game, and3. Giving homework.

3. Observing

Observing is the process of recording and gathering all relevant data about any aspects that was happen during the teaching and learning process. In classroom action research, the observation is focused on collecting whether or not the data related with the treatment activity. This observation takes 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 acitivity to analyze what has been done, how the result, and what was completely done. The result of this reflection would become the standard of determining the research achievement. The result of reflection may show whether the action is success or not, then follow up planing can be planned. If the reflection result indicates that the action is success, the cycle is over, but if it is not, the next cycle must be planned with any impovement.B. Setting of the StudyThe setting of the study refers to the place and time to conducting the study. This study was conducted at the second semester of the eighth graders of MTs NW Majidi in the school year 2012 / 2013. . The researcher started on December 2012 until January 2013. The following time table of the research is listed in detail. Table 3.1 Time Schedule of Research

Noactivities

DesJanFeb

12341234512345

1Research preparation

Making lesson plan

Preparing Material

Writing instrument

2Research action

Teaching and learning

observation

Evaluation and reflecting

Data analysis

3reporting

4writing

C. Subject of the StudyThe subject of the study was the eighth graders of MTs NW Majidi in the school year of 2012/2013. The number of the students consists of 3 classes, that are VIIIA which consists of 27 students, VIIIB which consists of 28 students, and VIIIC which consists of 25 students, So, the number of subjects are 80 students. The present researcher was took VIIIA as a subject of the study.D. Data CollectionThe topics were presented and discussed in this sub-heading are about the Performance Indicator, Technique of Data Collection, and Instrument.1. Performance Indicator The action as well as the research carried out can be said to be successful when the learning achievement of class VIIIA of MTs NW Majidi in the school year of 2012/2013 is at least 60 individually and 80% classically. The percentage was decided based on the criteria of mastery learning set in the school. It can be said that if a student gets 60 of teaching achievement, he or she reaches the mastery learning. Then, if 80% of the students in the class get 60, means that, the class reaches the mastery learning and the researcher did not go to the next cycle, it is based on the action planned above.2. Technique of Data CollectionA researcher used two kinds of data collection such as observation and test. The result of the data in form of quantitative since it is presented to describe results into numerical data and in form of qualitative data by observing the process of teaching and learning process. The following are the techniques used to collect the data:

1. Observation

To get the data through observation it was conducted by using checklist instrument and group work learning evaluation form. It was used to monitor students activities during teaching and learning process in the cycle I and cycle II.2. Test

To know the students ability in speaking skill, the students were given the test in form of oral test. In this case the students are asked to retell their past experience (Recount text). Each student was given five minutes to tell his/her experience in front of the class in turn, while the present researcher given him/her score based of FSI criteria.3. Instrument

In this research, the researcher used two techniques that were the data of students achievement were gotten through speaking test and the data of learning process were gotten from observation checklist.

a. Observation

Checklist is an observation device comprising some names of subject and factors that were researched. The instrument was filled by putting Yes or No towards the elements of the research. It is also defined as the list of data variables that were collected (Suharsimi, 2006, p. 159). Field notes or checklist was used to know the students behaviour and teachers performance in the teaching learning process. The use of field notes hopefully can help the researcher to observe the class situation.b. Test

Test is a series of questions to measure skill, knowledge, intelligent and attitude of someone or people. The test used in research depended on the type and objective of the research its self. In the test of speaking, there were some elements that were evaluated, such as grammar, fluency and pronunciation. The scores were gotten from speaking test. The components of scoring are accent, grammar, vocabulary, fluency and comprehension. Those components were evaluated by the criteria of the weighting table below:Table. 3.2

The comprehensive description of the FSI procedure

NoComponentsLevelProficiency Description

1Accent1 Speech problems are severe

2 Frequently occurred many problems and a very heavy accent affects hard to understand, require frequent repetition

3 Foreign accent require necessitate concentrated listening and pronunciations lead to occasional misunderstanding, apparent errors in grammar or vocabulary

4 Effect of foreign accent and occasional mispronunciations which does not lead to misunderstanding

5 Has not occurred pronunciation problems, it is rather foreign accent

6 Native pronunciation, it reaches standard pronunciation

2Grammar1 Grammar is almost exactly inaccurate(error in grammar is severe)

2 Makes frequent errors of few major patterns in which always interrupt communication

3 Makes frequent errors of certain pattern uncontrolled in which irritate communication

4 Occasionally make grammatical errors of certain patterns, but do not interrupt in communication

5 Makes a few error, with no failure of pattern

6 Makes the errors not more than two during the speech

3Vocabulary1 Using the simplest improper vocabulary in a conversation

2 Mastering limited vocabulary in basic personal purposes (times, meal, transportation or family)

3 Choice of technical words is often inaccurately and limited comprehension might hinder fluent communication in social and professional topics

4 Using proper technical vocabulary in producing special interests, but excessively using general words

5 Using technical or general vocabulary more broadly and precisely, general vocabulary adequate to cope with complex practical problems and varied social situation

6 Using technical and general vocabulary apparently as accurate and extensive as that of an educated native speaker

4Fluency1 Speech is so halting and fragmentary as to make the conversation impossible

2 Speech is very slow and not stable except for short sent and routine sentences

3 Speaking seems hesitant and incomplete

4 Speaking is occasionally hesitant, words-grouped used is sometimes not appropriated

5 Speech is fluent and effortless but perceptibly non native in speech

6 Speech is fluent and effortless in all professional and general topics as a native speaker

5Comprehension

1 Comprehend too little of the simplest type of speech

2 Comprehend simple speech lately, require explanation and repetitive rephrasing

3 Comprehend simple speech correctly, require explanation and considerably repetitive rephrasing

4 Comprehend quite normal speech rather correctly, occasionally require explanation and repetitive rephrasing

5 Comprehend everything in normal educated speech, except if it is colloquial

6 Comprehend wholly in both of normal and colloquial speech to be expected of an educated native speaker

Table. 3.3 Weighting table of comprehensive description of the FSI procedure

Proficiency Description123456Description

Accent012234

Grammar61218243036

Vocabulary4812162024

Fluency24681012

Comprehension4812151923

Total

(Nurgiyantoro, 1995, p. 286)

The above weighting table of the comprehensive description of the FSI (Foreign Service Institute) procedure is conversed as follows:Table. 3.4

The conversion table of weighting table of the comprehension description of the FSI procedure

Total score

(From weighting table)FSL

LevelDescription

16-25

26-32

33-42

43-52

53-6263-72

73-82

83-9293-990+

11+

2

2+

3

3+

44+Able to satisfy immediate needs using rehearsed utterances

Able to satisfy minimum courtesy requirements and maintain very simple face to face conversations on familiar topics

Can initiate and maintain predictable face to face conversation and satisfy limited social demands

Able to satisfy routine social demands and limited work requirements

Able to satisfy most work requirements with language usage that is often, but not always, acceptable and effective

Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social and professional topics

Often able to use the language to satisfy professional needs in a wide range of sophisticated and demanding task

Able to use the language fluently and accurately on all level normally pertinent to professional needs

Speaking proficiency is regularly superior in all respect, usually equivalent to that of a well- educated, highly articulate native speaker

( Nurgiyantoro, 1995, p.286)E. Data Analysis1. Qualitative DataThe qualitative data was gotten from non test data, namely observation. Observation data was analyzed to know the students difficulty during the teaching and learning process. Analyzing was done by comparing all data, analyzing and describing non test data in order to know the students attitude during teaching and learning process at cycle I to cycle II. 2. Quantitative Data Quantitative data was collected from the result of students speaking ability through board game in each cycle. This data was analyzed by using descriptive statistic some steps as follows: a. Researcher calculated the students score.b. Researcher calculated the students mean score. To calculate the students mean score, the researcher used the following formula:

M =

Where:M = Mean score

= Total of students score

N = Total number of students

(Sugiyono, 2009, p. 49)

Meanwhile, the formula used to determine the data into high, average, and low category the following formula was used:

Mean (MI) = X (Maximum score + Minimum score)Standard Deviation (SDI) = X (Maximum score Minimum score)Mi + 1 SDi to Mi + 3 SDi = high

Mi 1 SDi to < Mi + 1 SDi = average

Mi 3 SDi to < Mi 1 SDi = low(Nurkencana, 1996, p. 89)

c. The rresearcher calculates the successful of classical completeness To calculate the successful of classical completeness, the researcher used the formula below:

P = x 100%

Where:

P = The successful of learning

S = The Number of students who obtain mark 60n = The whole number of students(Depdikbud, 1997, p. 23)

The result of calculation of students score from each test was compared in each cycle. It gives the description about the presentation of increasing the students speaking ability through board game.CHAPTER IVRESEARCH RESULT AND DISCUSSIONA. Action and Result

In this part, the researcher presents the result of the implementation of two cycles and data analysis of the achievement of the eighth graders of MTs- NW Majidi in increasing students speaking ability through Board Game. a.Cycle I

1. Students Speaking Achievement Data

In this part, the students who followed the test were 27 students. In this cycle, the value of the students mean score and standard deviation were 56.67 and 8.67 (Appendix: 10). From the subject, there were 17 students who fulfilled the MCC (Minimum Completeness Criteria) that was 60. In other word, the percentage of students successful learning was 62.96 %( see appendix 08), so it had not reached yet the classical successful criterion determined, because the classical successful learning of the students must be 75%. This result denoted that the successful of learning process needed to be enriched to the second cycle. The following formula was used to analyze the data of classical successful learning:

KB = x 100%

KB =

KB = 62.96%

2. The Result of ObservationIn the observation of learning process, the researcher used check list. The activities of Board Game was rather cooperative but it needed to increase because the score indicated that the average students were lack of constructive participation, quality and exact time to finish their task and arguing their contrary opinion to the member. Also, the score of observation described that there were 56, 42% of the students learned cooperatively (Appendix: 14). Therefore, the activities should be enriched in the next cycle to attain a good cooperative learning.

3. ReflectionConcerning with the result of the first cycle, it pointed out that the result was still low because there were some students who did not fulfill yet the MCC (Minimum Completeness Criteria) of English subject of MTs NW Majidi and did not reached the classical completeness. It means that there would be an improvement of the second cycle to complete the curriculum standard.

b. Cycle II

1. Students Speaking Achievement Data

In this cycle, the means score and standard deviation was 64.56 and 6.76 (Appendix: 10). The students who fulfilled the MCC (Minimum Completeness Criteria) were 22 students. From those students, the curriculum standard of MCC reached 81.48 %, so it can be said success because 81.48 % (see appendix 09) of the students got 60. The following formula was used to analyze the data of classical successful learning:

KB = x 100%

KB =

KB = 81.48 %2. The Result of ObservationBased on the result of observation on the second cycle, the process of Board Game increased. In this cycle, the students participate more active and participative. It can be seen from the result of observation that the score of their cooperation increased from 338, 5 to be 484, 5. It means 80, 75 % of the students were learning cooperatively (Appendix: 14). Therefore, Board Game might be a good strategy to increase the learners activeness in teaching and learning process.

3. ReflectionIn this part, the data had been gotten in the second cycle increased so significant. It can be seen from the difference between cycle I and cycle II was 18.52 % that there was an improvement of the classical completeness was, successively, 62.96 % to be 81.48 %. And then the mean score and increased from 56.67 to be 64.56 (Appendix: 10). Furthermore, the result of observation also showed an improvement from 56, 42% to be 80, 75% or the difference was 24, 33% (Appendix: 14). So the result of the second cycle pointed out that learning process using Board Game can be implemented as an alternative way to increase students speaking ability.B. Discussion

The result of the study should be able to answer the problems, which had been stated in the statement of the problem of this study. The problem is how can board game increase students speaking ability for the eighth graders of MTs NW Majidi in the school year 2012/2013? 1. Board Game Can Increase Students Speaking Ability

In this research, the researcher used classroom action research. Based on the procedure of classroom action research, this research was done for two cycles and every cycle was given the test and monitored through observation. From those cycles can be seen how far teaching and learning process and the students achievements. In those cycles, the researcher applied Board Game to develop students speaking skill. Moreover, then to know the process of the learning, the researcher observed during those processes by using checklist.

Table 4.1

The Score of Speaking Test Based on Proficiency Description

NoElements of speakingStudents score on speaking ability

Cycle ICycle II

1Accent5157

2Grammar486564

3Vocabulary391512

4Fluency174190

5Comprehension367427

Total14691750

From the presented data, the students total score of the first cycle was 1469, while on the second cycle was 1750. From the elements of speaking, the students score of speaking test on the first cycle, the researcher got the accent element increased from 51 up to 57, the grammar element increased 486 up to 564, the vocabulary element increased 391 up to 512 and the fluency and comprehension were, successively, 174 and 367 up to 190 and 427.

Based on the data analysis in each cycle, it can be seen that from cycle I up to cycle II increased. Referring to the data in cycle I, the result of the students speaking test by referring to the comprehensive description of FSI procedure as follows: the lowest and the highest scores of students accent were 1 and 3, the students score of grammar, 12 was the lowest and 30 was the highest. Vocabulary score found by the researcher was 8 for the lowest category and 20 was the highest, the fluency and comprehension was 4 and 8 for the lowest category and then 8 and 19 was the highest category (Appendix: 8).

On the other hand, in the cycle II, the students scores based on the data were gained as follows: the lowest and the highest scores for the students accent were 2 and 3, the students scores of grammar were 12 for the lowest and 30, for the highest, the lowest and the highest scores of vocabulary were 16 for the lowest and 20 for the highest, for fluency and comprehension the lowest scores were 4 and 12, and for the highest scores for both aspects were 10 and 19 (Appendix: 9).Furthermore, the scores of the students speaking performance of two cycles were calculated and then the scores were conversed into weighting table of the comprehensive description of the FSI procedure. In cycle I, the score was 39 for the lowest, it means the students level of their speaking performance were 1+ and the highest total score was 72, it means 3 was the level of their speaking performance. And then in cycle II, it was 50 and 80 were the lowest and the highest, it means, successively, 2 and 3+ were the level of their speaking performance. It can be deduced that there were the development of students proficiency in speaking ability. To make clearer, the following is a detail description.Table: 4.2.The Score of Speaking Test on Cycle I and Cycle IICycleSubjectMeanFSI Level of ProficiencyCategory

First Cycle2756,672+Average

Second Cycle2764,563Average

After the score was classified the researcher calculated the mean score and standard deviation of the entire students. In cycle I, the value of the students mean score were 56.67 and the percentage of the learning process was 62.96 % whereas in cycle II, the mean score was 64.56 and then the percentage of the learning process was 81.48 %. After comparing those cycles, it pointed out that there were significant differences of the students achievement. The students achievement of English speaking skill can be seen from the students classical completeness of both of the cycles increased 18.52 %. Based on the description of the mean above, the mean score of the 1 and 2 cycle were 56. 67 and 64. 56 (Appendixes: 8 and 9). It indicated the students speaking ability increased 7. 89. And then the mean score of students speaking skill was between 43, 67 < 71, 33 (Appendix: 11). It means that the level of all students speaking ability was 3. It indicated most of students are able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social and professional topics. It denotes that students speaking skill is average level category. This description based on the conversion of weighting table of FSI procedure.On the other hand, based on the presented data in each cycle, Board Game could upgrade teachers strategy in teaching and learning process. The table (appendixes: 10 and 11) portrayed between the teacher and students could cooperate maximally in implementing the step of Board Game model. The result of observation also increased the students speaking ability when they were in groups. It can be observed that most of the students could upgrade their participation and activeness in board game.

On the ether hand, there was an improvement of speaking ability, it can be analyzed from the total score of both cycles from 338, 5 became 484, 5 or the differences were 146. Also, the percentage of both cycles was 24, 33 % (Appendix: 14). It means there was a significant difference. So, the strategy of Board Game could increase students enthusiastic and active participation in teaching and learning.

It can be said that Board Game is able to be implemented as one of the ways to increase students activeness in teaching and learning process, especially in speaking skill.CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the obtained data in the previous chapter, the researcher comes to a set of conclusion below:

1. Board game is able to increase the students English speaking ability. It is proved that students speaking ability through board game of the second cycle was higher than the first cycle after the score was conversed with the criteria of the weighting table of the comprehensive description of FSI procedure. Also, the students are greater change in their speaking ability development and the score got.

2. Implementing board game can motivate the students to be more active and contribute positive development in teaching and learning process.

B. SuggestionsConcerning to the conclusion, the researcher would like to offer some suggestions, as follows:

1. The head master should motivate the teacher to apply several of strategy, techniques, or method in teaching and learning process especially in teaching speaking.

2. The English teachers should give the students opportunity to speak in the classroom activity, so the students can practice their capability in speaking.

3. The teacher and students of MTs NW Majidi should often apply the Game to increase the enthusiasm of students learning process.

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observation

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I

Reflection

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Planing

observation

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