8
improve the speaking skill at the grade VIII students of SMP N 1 Nusawungu in the academic year 20122013. The reason of using communicative games in
the improving the speaking skill is that the games make the learners more enthusiastic to involve in the teaching and learning speaking, the games make
students have great willingness to practice speaking skill. The games also encourage the students to active in the classroom, entertain them, teach the
language naturally, and promote fluency. By integrating playing and learning, they practice the learned linguistic knowledge in a meaningful context.
D. Formulation of The Problem
Based on the limitation of the problem above, the problem of this resear
ch can be formulated as “How can communicative games improve the students’ speaking skills?”
E. Objective of The Study
In line with the formulation of the problem above, the aim of this study is to describe
how the communicative games improve the students’ speaking skills.
F. Significance of The Study
This study has significances to give some contributions to the English teaching and learning process as follows:
9
1. For English teacher, this research is expected to become a resource about
the way to improve the quality of teaching and learning process. 2.
For the English department students, this research is expected to become a considerable resource to enrich their knowledge or as a reference in
writing their thesis. 3.
For the researcher, the research can increase the researcher’s awareness and ability in developing English learning activities by using games. And
also give an experience in doing the research. 4.
For other researchers, this research is expected to become a reference for they who have interest about the same field.
10
CHAPTER II LITERATURE REVIEWS
A. Theoretical Reviews 1. The Nature of Speaking
Communication is defined as a continuous process of expressions, interpretation and negotiation Savignon, 2002. Edge 1999: 120 states
that in theory, the four skills can be mixed any way, but the most common ways for ELT involve some kinds of information input followed by some
kinds of language output. So the pattern is usually:
ListenRead ConverseDiscuss SpeakWrite
This pattern can provide a basis for all kinds of activities in which students can extend their control over the systems of language and the skills of
language use. Edge 1999: 115 says that there is disagreement in ELT about the role
of speaking and writing. Some people argue that when students produce a language, they are showing you what they have already learned. Some
people argue that communicating in the language is a part of the learning process itself. This does not have to be a problem. Teachers certainly
depend on the students’ production of language to give them information about their progress. An emphasis on communicative language production
will give feedback on what they have learned, while also arguably assisting their learning. From both perspectives, it is important to use the correction
