referring to the player that could answer the exercises given well. In this research, a set of Board Games consisting of 3 layers in which each layer
had the exercise to do. Further, each player had to travel the board by moving across the board from the square marked
“Start” to the last square marked
“Finish”. The players could travel the board by taking turns in rolling the dice provided. The number on the dice determined how many
steps they had to go.
3. Commencing playing
Before playing this games, all players in each group rolled the dice to decide which player would start the first, the second, and so forth. It depended on
the number of the dice got by the player so, the greater number got by the player, the earlier turned to play.
4. Completing the games
In this research, each player competed to be the winner by doing each exercise given. The first player rolled the dice, then moved his thumbtack in
“Start” square to another square as many as the number of the dice shown. If the square landed contained a picture clue, it means he had to do the
exercises given in each layer. Having finished with the first player, the game could be played by the second player in the group, and so forth. In this
research, the students faced 3 layers. At the end, the students were expected to perform a recount text about the picture clue got consisting of
approximately 10 sentences. The maximum time was 2 minutes. The teacher could stop the player if the time allocation given was over.
2.6 The Previous Research Findings
There are some previous researches conducted dealing with the effectiveness of Board Games in language teaching and learning process. First,
the research entitled “The Effectiveness of Board Games for Teaching Speaking
to the Seventh Graders of MTs. NU Terate Gresik” conducted by Khusnah
2013 reported that there was a significant effect of implementing Board Games on the seventh grade students’ speaking achievement at MTs. NU Terate
Gresik. The Board Games were used to teach the expressing of likes and dislikes. There were two instruments to collect the data. They were test and
questionnaire. After analyzing the students’ speaking test results statistically, the
result of t-test was 4.56. The value of t-test was higher than that of t-table 4.562.38. It can be said that null hypothesis was rejected, so there was a
significant effect of Board Games on the seventh graders’ speaking achievement.
Meanwhile, the result of the questionnaire shown that most of students enjoyed the games, were motivated, and helped in speaking English by using Board
Games. Furthermore, Susanti 2013 conducted an experimental research to know
whether or not the use of Board Games could give a significant effect on the sevent
h grade students’ speaking achievement in descriptive text at SMPN 1 Lubuk Sikaping. As the treatment, the researcher asked the experimental
students to play Board Games in which there were some pictures and clues on a set of Board Games provided. Both the pictures and clues could help the
students to describe the topic got based on the square landed. It was reported that the experimental group got higher scores in speaking than the control group, so
it proved that the use of Board Games gave a significant effect on speaking achievement in descriptive text. Besides, the findings of this research also
showed that the Board Games made the class more lively and made the students motivated to learn and they did not easily get bored.
Based on the results of the previous research findings and the statements from the experts above, the researcher applied the use of Board Games to know
whether the implementation of Board Games could also give a significant effect on the eighth students’ speaking achievement in telling experiences at SMPN 4
Jember covering the aspects of 1 content of speech, 2 grammar, 3 pronunciation, 4 vocabulary, and 5 fluency.
2.7 The Hypothesis of the Research
