language is useful and meaningful. One game that can be used is board game. It is effective and appropriate to
use since it can be applied in groups so the students can express their idea with their friends in fun way. Board games are flexible games. Chang and Cogswell
2008 state that board games are adaptable asset in the classroom because board games can be used as intended for native speakers. Based on the background
above, the researcher chooses to improve students’ speaking skills by using board games.
B. Identification of the Problem
Based on the previous observation and interview, the researcher got some data and information about the existing problems in SD N 1 Pandak. These
problems are actually related to several factors that influence the teaching and learning process, namely the English teacher, the students, the teaching technique,
the teaching media, and the learning materials. Then, the researcher identifies those factors to reveal the most crucial problems related to the students’ speaking
skill as described as follows. The first factor is the English teacher. During the teaching and learning
process, the English teacher rarely spoke English to communicate with the students and used mother tongue instead. Furthermore, it seemed that the
communication did not flow smoothly because the students could not respond her using English appropriately. It was because she did not guide them how to
respond and ask questions. She also just ignored the students who made noises during the teaching and learning process.
In fact, English teachers play on important role in the teaching and learning process because the students at this level still depend mostly on the
teacher for a model of language input. Therefore, they should be able to create a positive classroom climate where the students can learn effectively. It is also
important for the teachers to encourage and guide the students to use classroom English for real communication during the lesson. Furthermore, they should be
able to encourage the students to get actively involved in the teaching and learning process.
The second factor is the students. It could be seen that the students’ readiness to start learning still needed attention to deal with. In the pre-teaching
stage, they did not get any warming-up activities to attract their attention to the topic. Besides, many students were still passive during the teaching and learning
process, especially the students in the back rows. Furthermore, the students’ speaking skill generally was relatively low. They got difficulties to communicate
because they did not get enough opportunity to practice their speaking skill. They tended to say some words as how they were written. It was not easy for them to
remember how a certain word was pronounced because they got the written form before the pronunciation was introduced. The students also get problem in
intonation. During the lesson, they used their mother tongue to communicate with their friends and the teacher because they were not given a model on how to speak
in English. The students’ confidence in speaking is low. Most of the students
shook their heads, kept silent when they were asked to speak in English. Besides, they were often shy, and afraid of doing mistakes and being laughed by their
friend when they were trying to speak in English. The third factor is the teaching technique. During the observation, the
teaching learning process was carried out on monotones activity. Completing the tasks in LKS was the focus on the lesson, so that written activities became the
main activities. It can be concluded that the teaching technique used was not interesting for the students.
Ideally, the teaching technique should be carefully chosen and implemented based on the needs in the field because it gives much contribution to
the success of the students’ learning achievement. In regard with teaching speaking, a communicative approach is best used to develop communicative
teaching techniques. The teacher can adapt or follow some existing teaching models which can encourage the students to learn the language to communicate
effectively and to get actively involved in the teaching and learning process. The fourth factor is the teaching media. In fact, the teacher almost never
used teaching media to assist the teaching and learning process. It made the language learning uninteresting for the students, and therefore, they were not
encouraged to get involved in the process. In fact, the use of teaching media can assist the teaching and learning process and help the students learn the materials
more easily. It can also make the teaching and learning process livelier. The teacher can develop or adapt the teaching media according to the needs.
The last factor is the learning materials used by the teacher. The teacher using existing materials available in the LKS. She just picked them out, and then
applied them for teaching the students without any adaption or development. As a result, the learning activities tended to be focused mainly on written forms.
Ideally, the teachers should provide the students with learning materials that can be used to practice the language skills. It is also necessary for the teachers
to be able to develop and adjust the materials in order to meet the students’ characteristics, needs, and interests.
C. Limitation of the Problem
