Based on the things mentioned above, the researcher tried to make speaking activities more effective for students in learning English by determining the
techniques which are appropriate and effective to teach speaking. The researcher tried to use speaking board games as a kind of techniques in teaching speaking.
Therefore, the researcher would implement speaking board games in order to improve the students speaking skills, as an effort to make the students able to use
English to communicate.
B. Identification of Problem
By conducting classroom observation and interview with the teacher and also the students, the researcher found some problems in teaching and learning
process of Grade VIII students of SMP N 13 Yogyakarta in class VIII A. Firstly, the teacher hardly gave the students varied activities, such as games,
students project, delivering speech, presentation, discussing some issues, outside classroom activities, even listening activities which are actually expected by the
students. The activities were, for example, reading some texts from a worksheet and then answering some questions related to the content of the text. Students
were also asked to do the tasks from the students’ worksheet “LKS”. However, the teacher selected the material in the worksheet and gave the materials from the
text book. The students were also asked to copy or to take notes of the materials given by the teacher. Sometimes, the teacher also asked the students to repeat
some English expressions.
Secondly, the students had less English materials because the students depended on the materials given by the teacher. In addition, the students did not
try to find materials by themselves to suffice or to accommodate their own needs in learning English. The teacher also did not encourage the students to find
another material from other sources, such as, books, newspaper, internet, and so on.
Thirdly, the teacher hardly taught speaking, so that the students had fewer s of speaking. Even, the teacher taught the students the materials for national
examination. The teacher said that he had an obligation to make the students pass the national examination successfully, when they are already in Grade IX.
Consequently, the teacher gave the students materials for national examination which actually ought to be given in the next grade Grade IX. Although the
teacher believed that English is learnt as a means of communication, but in fact, he hardly taught speaking. In addition, speaking is productive language skill that
has to be learnt by the students. Therefore, the teacher should give activities and material that encourage and support the students to speak using appropriate
English expressions in order to make the students able to communicate in English. Fourthly, once the teacher gave the students speaking activity, the students
did not want to speak or to express their ideas in their mind. Therefore, to make them speak, they had to be invited, supported, encouraged, and asked first. The
teacher also did not provide models for the students in speaking activities. It caused the students unable to express their ideas in their mind using appropriate
language expressions. On the other hand, the activities which encourage and
support the students to speak were very limited and hardly given by the teacher. In addition, in speaking activities, the teacher gave many interruptions and did not let
the students speak in their ways.
C. Problem Limitation
