15 shared clues. While, social interaction activities include conversation and
discussion, dialogues and role-play, simulation, skit, improvisation and debates Richard and Rodgers, 2003. Furthermore, a variety of games are prepared to
support CLT classes. There are some points that should be considered in assessing speaking.
The students need to know at least the pronunciation, vocabularies, and language functions that they are going to use. When the students are ready and well
prepared for the activity, they can use the language appropriately.
3. Snakes and Ladders Board Game
Introducing games for learners in order to teach and develop their language proficiency is one way to enhance language learning. Lee 2012 points
out that a well-developed game has educational and pedagogical value. It is meaningful when the learners as players learn and produce chunks of language
from it. Incorporating games in the classroom can increase student-learning
experiences, make materials more current and relevant. Games provide the student with new and varied learning environments that meet learners learning style. In
addition, Nachiappan, et al. 2014:219 state that learners who play games, in fact they are learning a new literacy or language that is through multiple interactions
including images, text, diagrams, symbols and movement. According to Chen 2000 games make the learners more willing to ask
questions and think creatively about how to use English to achieve the goal. “Games encourage learners to focus in attention and provide a self-motivating
16 environment in active participation.” It will give advantages to classroom
activities such as motivate learners to practice speaking skill in less anxiety, entertain learners while learning language naturally, and promote fluency as Su
Kim as states that:
Games are welcome break from the usual routine of the language class, they are motivating and challenging, games provide language practice in the various skills
– speaking, writing, listening, and reading... they create a meaningful context for language use. 1995:35.
By integrating game in learning activities, learners are encouraged to
interact and communicate in fun atmosphere. Games also engage students in healthy activities that challenge the mind and teach social skills.
a. The Board Game
Gaudart as cited in Lee 2012, claims that with the current emphasis on communication in teaching language, the board game was one identified solution
for learning process. There are many types of board game such as monopoly, Snakes and Ladders, ludo, etc. The rules of board game range from very simple
one as in Snakes and Ladders to very complex as in monopoly and Dragon and Dragon board game. Board game is a kind of game that can be applied in
language teaching as Porenzo 1981 said that board game has also been used to teach children basic fact and information about the world in which they live. In
the board game the materials that are needed include counters, dice, game board, and clue cards.
According to Muaddab as cited in Nachiappan, et al. 2014:220 the snakes and ladders game was created in the 2nd century BC and developed by the
17 Hindus to teach the
ir children of morality lesson. The game named “Paramapada Sopanam” or Ladder to Salvation. The ladders provide a short cut to a square
nearer the finish square and the snakes obligate the players to return to a square nearer the start square. The snakes symbolize bad omens and the ladders
represented good values. The game has become part of the traditional game in Indonesia although there is no detailed information about its commencement in
Indonesia. This game can also be used as a tool to teach, entertain, and to build up interactive communication among the players.
b. The Benefits of Using Board Game in Teaching and Learning Process
Incorporating board games is equally beneficial for both teachers and learners. According to Rodilla 2012: 13-15 some benefits of using board games
for learners are providing rich learning opportunities and improving their learning ways, connecting to real life situations, encouraging the use of authentic materials
and guarantee fresh content. Furthermore, it will enhance stu dents‟ motivation as
they perceive them as fun and enjoyable, help them be creative, tap into the emotional side since students discover their passions and reflect inwardly. It will
also satisfy their competitive urges, and have health benefits such as help relax and de-stress.
The benefits for the teachers according to Rodilla 2012 are helping teachers get learners involved and get a more positive and proactive response,
enhancing students‟ motivation –in contrast to regular class exercises- board games present tasks that students do not normally find interesting, providing
endless possibilities and kinds of materials. Moreover, it improves teachers‟
18 teaching practice, encourages teachers to put aside the text book and usual
teaching practices temporarily, and shifts the focus from teacher to learners and minimizes the role of the teacher because teacher will be a facilitator.
4. The Use of Board Game in Teaching Speaking Skill
Using games in teaching English language can bring fun and excitement but teachers must be sure of its aim and purpose. According to Khan Hong 2001
as cited in Lee, 2012, “teachers need to consider which games to use, when to use them, how to link them up with the syllabus, text book or programme and how
different games will benefit in different ways “. Moreover, teachers must follow
the curriculum which has been designed to suit English language learners. In order to create an interesting learning atmosphere, teachers must apply
suitable method in learning process. Since CLT is an approach that has a lot of activities, applying games can be an effective technique for teaching language. It
is because games can remove boredom without sacrificing repetition which is necessary for successful learning of language elements, especially grammar
Chitravelu, et.al as cited in Lee, 2012. Moreover, according to Chang, et al. 2008 using board game in the language teaching is an effective, low anxiety, and
fun war for the students learn and practice communication skills as well as develop their own communication strategies that can be readily applied to the real
world. Applying the snakes and ladders board game will give the students an
interesting activity in the class. This game is fun , easy to do, and it helps the students learn language while playing in less anxiety. The students will speak
19 using English with their friends in order to complete the task of the game clues.
They will repeat using the same expressions and vocabulary which will help them to improve their fluency during playing the game. They will accustom with the
words and expressions related to the topic. It will even motivate students to engage and to take part actively in speaking class Chang, et al. 2008.
However, preparing a snakes and ladders board game for speaking which is suitable for language teaching is not an easy task. It needs time and effort.
Although there are various board games sold in the market, the researcher prefers making to buy it because the researcher must adapt it in order to keep in line with
the objectives of learning. By making the own board game, researcher can create and modify the game according to the needs. Thus, the Snakes and Ladders board
game will support the learning process effectively.
B.
Theoretical Framework
The essence of language as a communication tool makes every learn languages including English, must be intended that each student is able to
communicate fluently and accurately in written and oral. The speaking skill is one of the four language skills that is important to be developed because the ability in
speaking English is demanded in work field especially in AFTA era that will give many opportunities of job vacancies. However, Indonesian workers must be well
prepared to compete with workers from other countries. The urgent preparation is ability using English for communication besides the skill in particular field.
