the spaces on the board. The pieces can be stones, seeds, buttons, plastics counters, or carved wood. The dice is usually a small six-sided cube with one to
six dots on its sides. The game board is where the players move the counters. Lewis and Bedson 1999: 10 propose three kinds of track on board games,
standard snake track, never –ending track and multi-route track.
B. Conceptual Framework
Based on the theoretical review, teaching and learning English for
children is different from teaching and learning English for adult. It is because children have different characteristics with adult. To make the students have
strong in learning speaking the teacher should take the best approach, method, and strategies. The teacher should knowing the learners characteristics and the learners
needs, so the English and teaching process can run electively and efficiently. Based on the observation, the students of grade four at SDN 1 Pandak still
have problems in speaking. The speaking skills of the students was still low. It caused by some factors, such the students’ motivation, the activities in the
teaching speaking, the media, and the learning material. Efforts were necessary to be done to help the fourth grade students of SDN
1 Pandak improve their speaking skills. The teacher can create interesting and fun activities in the teaching speaking. Some of them are games. Playing games is one
of the appropriate activities that can bring meaningful context. Games have important roles in helping children develop meaningful language. They like to
play games because they are fun, motivating, and challenging at the same time. Playing games also will make children easy to acquire the English language.
Games are the natural way of learning and the important part of development. The purposes of playing games in the language classroom are to practice a certain
language skill and to have fun. Board game is one kind of game that is usually played by students in their
spare time. The students have been familiar with some kinds of board games. Therefore, playing board games for teaching speaking is an excellent way to build
child’s speaking skills in enjoyable fun way. Based on the statement above, the researcher decided to use board games
as the actions to promote the fourth grade students’ speaking skills. It was expected that board games could improve the students’ speaking skills by
providing them interesting activity.
The conceptual framework of the study is described as follows
Figure 1: The conceptual framework of the research
Students’ speaking skill at SDN 1 Pandak is low
Problems
1. The students were still passive during the teaching and learning process.
2. Students did not get enough opportunity to practice their speaking skill.
3. There were no various activities implemented. 4. The English teacher rarely spoke English to
communicate with the students and used mother tongue instead.
Solutions
Using board games Using media
Using songs
1. Attract students’ motivation to follow the teaching and learning process.
2. Students more focus in the learning process because they do not feel that they are forced to learn.
Improved students’ speaking skill
CHAPTER III RESEARCH METHOD
A. Type of the Research
This research categorized as action research. Action research design to help a teacher to find out what is happening in his or her classroom, and to use
that information to make the wise decisions for the future. According to Bruns 1999, action research is the application of fact finding to practical problem
solving in a social situation with a view to improve the quality of actions in it by involving the collaboration and corporation of researcher, practitioners and
laymen. She adds that action research is contextual, small-scale and localized. It implies that in doing action research, a researcher identifies and investigates in a
specific situation. The purpose of the action research is to make changes and improvements.
B. Research Design
The research on improving the fourth grade students’ speaking skill through board games at SDN 1 Pandak to improve the student’s speaking skill on
the topics that were taught. It was conducted collaboratively with the English teacher, a collaboration and the students of the fourth grade at SDN 1 Pandak to
improve the student’s speaking skill by formulating the problems in speaking teaching and learning, planning, implementing the actions and reflecting the
actions. Two important factors that could influence the success of the research
