The researcher will focus on what activities that will improve students’ English speaking skills. The activities are communicative games. Communicative
games are fun, engaging, and challenging. Students will not get bored, as they play and learn. The activities will give students opportunity to get involved. They have
opportun ity to speak up. The teacher’s interference is decreased, because
communicative games require the students to speak up as much as possible.
D. Formulation of the Problem
Based on the problems found from the observation, the problem of the study is formulated in the form of question that is: How can communicative games improve
the grade VIII students’ speaking skills of MTs N Ngemplak?
E. Objective of the Research
Related to the formulation of the problem, the objective of the research is to improve the stud
ents’ speaking skills for the grade VIII of MTs N Ngemplak.
F. Significance of the Research
1. Theoretical Significance
It is hoped that the result of the study can be one of the references in speaking learning theory.
2. Practical Significance
a. The student
By using communicative games in teaching speaking, it is hoped that the students’s speaking skills can be improved, so that the students can communicate
using English more fluently, accurately, and communicatively.
b. The Teacher
It is useful for the English teachers to improve their teaching strategy, so that the students can comprehend the materials and get involved in teaching and learning
process, especially in speaking activities. The English teachers are also expected to innovatively create interesting speaking activities.
c. The Reader
It may give some information to the reader about teaching speaking and how to improve students’ speaking skills in teaching and learning process.
d. The Writer
She will get additional experience and knowledge of teaching and learning in the classroom for the future. She also gets new experience in doing action research
and working together with other people.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter reviews the related literature about communicative language teaching, definition of speaking, macroskills and microskills of speaking, teaching
speaking, media, games, communicative games and the tea cher’s tasks in
implementing communicative games in teaching and learning process.
A. Literature Review
1. Communicative Language Teaching
a. The Nature of Communicative Language Teaching
Savignon 1997: 4 assumes that communicative language teaching derives from a multidisciplinary perspective that includes, at least, linguistics, psychology,
philosophy, sociology, and educational research. The focus has been the elaboration and implementation of programs and methodologies that promote the development of
functional language ability through learners’ participation in communicative events that will enable the learners to use the language in real life situation.
Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of
classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom Richards, 2006: 2. Communicative language teaching aims broadly
to apply the theoretical perspective of the communicative approach by making
