Using Snake and Ladder Game in Teaching Speaking to the Second Year Students of SMAN.1 Takalar - Repositori UIN Alauddin Makassar
USING SNAKE AND LADDER GAMES IN
TEACHING SPEAKING TO THE SECOND YEAR
STUDENTS OF SMAN 1 TAKALAR
A Thesis
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alaudddin Makassar
By:
MUHAMMAD FAJAR SIDIQ
Reg. Number: 20400112056
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY
MAKASSAR
2016
ACKNOWLEDGEMENTS
Alhamdulillahi rabbil alamin.
Alhamdullilahi Rabbil Alamin, the researcher would like to express his
deepest gratitude to the Almighty Allah SWT who has been giving His Mercy,
Blessing, Inspiration and Good Health all the time to conduct the writing of this
thesis. Salam and Shalawat are delivered to the great prophet Muhammad SAW who
has brought human from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a
number of people, for their valuable guidance, correction, suggestion, advice and
golden support. Without them, the writing of this thesis would never have been
possible to complete. Therefore, he would like to express the greatest thanks and
appreciation for those people, they are:
1. The researcher’s family, his father (Kaharuddin) and his mother
(Musyawarah) who have given their endless love, always give support and
all of their praying for the researcher. Thank you very much for researcher’s
grandparents, aunts, uncles, siblings, and cousins who have always reminded
the researcher to keep his healthy.
2. Prof. Dr. H. Musafir Pabbari, M.S., as the Rector of UIN Alauddin
Makassar.
3. Dr.H.Muhammad Amri, Lc,M.Ag as the Dean of Tarbiyah and Teaching
Science Faculty of UIN Alauddin Makassar.
v
4. Dr. Kamsinah, M.Pd.I. and Sitti Nurpahmi, S.Pd.,M.Pd., as the Head and
Secretary of English Education Department of Tarbiyah and Teaching Science
Faculty of UIN Alauddin Makassar.
5. Prof. Hamdan Juhannis. M.A. Ph.D. and Dr. H. Abd. Muis Said. M.Ed. as
researcher’s consultants for their enthusiasm in encouraging, immense
knowledge in guiding, and their patience to teach the researcher.
6. Researcher’s best friends, Anggun Wicaksono, Wildana, Meidy yuhar
Algifari, Aldi Venus, Asdar, Khaeril Amri, and Rustam for their support
and solidarity.
7. Invicible Three Four 2012 as the best classmate who always support each
othis. Their laugh is researcher’s strength.
8. EDIT, E-YouC, The Betel members, seniors and juniors who have been a
part of researcher’s education life.
9. KKNPI friends in Pattani Thailand for their endless support.
10. The researcher also gives his deepest appreciation for everybody who
failed to be mentioned. Thanks for being a part of researcher’s life.
Takalar, March 10th 2016
Muhammad Fajar Sidiq
vi
TABLE OF CONTENTS
Page
COVER PAGE .............................................................................................
i
PERNYATAAN KEASLIAN SKRIPSI ........................................................
ii
PERSETUJUAN PEMBIMBING .................................................................
iii
PENGESAHAN SKRIPSI …………………………………………………..
iv
ACKNOWLEDGMENTS.............................................................................
v
TABLE OF CONTENTS ..............................................................................
vii
LIST OF FIGURES …………………………………………………………
ix
LIST OF TABLES ........................................................................................
x
LIST OF APPENDICES …………………………………………………… .
xi
ABSTRACT .................................................................................................
xii
CHAPTER I. INTRODUCTION ..................................................................
1
A.
B.
C.
D.
E.
F.
Background ....................................................................
Problem Statement ..........................................................
Research Objective ..........................................................
Research Significance .....................................................
Research Scope .............................................................
Operational Definition of Terms .....................................
1
2
3
3
4
4
CHAPTER II. REVIEW OF RELATED LITERATURE ............................
5
A. Theotrical Description ......................................................
a. Nature Speaking ………………………………….
b. Teaching Speaking ………………………………
c. Board Game ……………………………………...
d. The Snake and Ladder Board Game ……………..
vii
5
5
15
25
28
B. Related Studies ...............................................................
C. Theotrical Framework …………………………………..
D. Hipothesis ……………………………………………..
31
32
33
CHAPTER III RESEARCH METHOD ........................................................
34
A.
B.
C.
D.
E.
F.
Research Design .............................................................
Variable of the Research .................................................
Population and Sample ......................................................
Research Instruments .......................................................
Procedure of Collecting Data .........................................
Techniques of Data Analysis ............................................
34
35
35
36
37
38
CHAPTER IV FINDINGS AND DISCUSSIONS .........................................
46
A. Findings ..........................................................................
B. Discussions .....................................................................
46
51
CHAPTER V CONCLUSIONS AND SUGGESTIONS................................
53
A. Conclusions .....................................................................
B. Suggestions .....................................................................
53
54
BIBLIOGRAPHY .........................................................................................
55
APPENDICES ..............................................................................................
57
CURRUCULUM VITAE..............................................................................
86
viii
LIST OF FIGURES
Figure
Page
2.1. Theoretical Framework……………………………………………..
3.1. Research Design…………………………………………………….
ix
32
34
LIST OF TABLES
Table
Page
4.1
The rate percentage of score experiment class in pre-test...……...... 46
4.2
The rate percentage of score experiment class in pre-test ................ 47
4.3
The rate percentage of score control class in pre-test …...……...... 48
4.4
The rate percentage of score control class in pre-test …................. 49
4.5
The difference of mean score between pre-test and post-test …..
4.6
The mean score and standard deviation of students’ pre-test and
4.7
50
post-test ………………………………………………………….
50
The t-test of the students’ pre-test and post-test…………………
50
x
LIST OF APPENDICES
TABLE
Page
1. The Research Instrument (Pre Test) ............................................................
57
2. The Research Instrument (Post Test)...........................................................
57
3. The Score of the Pre Test and Post Test ......................................................
58
4. The Result of Data Analysis ......................................................................
60
5. Distribution of T-table ...............................................................................
68
6. Documentation ..........................................................................................
72
7. Snake and Ladder Game .............................................................................
74
8. Lesson Plan ................................................................................................
75
xi
ABSTRACT
Researcher
NIM
Department
Faculty
Title
:
:
:
:
:
Consultant I
Consultant II
:
:
Muhammad Fajar Sidiq
20400112056
English Education
Tarbiyah and Teaching Science
Using Snake and Ladder Game in Teaching
Speaking to the Second Year Students of
SMAN.1 Takalar
Prof. Hamdan Juhannis. M.A. Ph.D.
Dr. H. Abd. Muis Said. M.Ed.
This research is about using snake and ladder game to the second year
students at SMAN 1 Takalar.The problem statement of this research is How
effective is the use of Snake and Ladder Game in teaching speaking skill to the
second year students of SMA Negeri 1 Takalar. In addition, this research aims to To
identify the effectiveness of using snake and ladder game in improving the second
year students’ speaking skill at SMA Negeri 1 Talalar. The research designed used
was quasi-experimental design. The study was conducted at the second year students
of SMAN 1 Takalar in academic year of 2016/2017. The total number of population
was 160 students.
The data were analyzed using descriptive statistic (frequency, mean score, and
standard deviation) and inferential statistic (independent sample t-test). The research
discovers that students’ speaking skill improved by Using Snake and Ladder Games
by the increase of mean score of experimental class that is 7.65 in the pre-test and
10.85 in the post-test. The significance different between the experimental classed are
shown through the collected data from the post-test. The more students were more
active in speaking and they were not as shy as before. The result of the t-test also
shown that Using Snake and Ladder Games is effective to improve students’ speaking
skill because the t-test, 7.77, is higher than t-table, 2.03 (2.06 Ō 2.04).
Based on the findings and conclusion formulated in this research study, the
following recommendations are hereby proposed. Using snake and ladder game is
effectiveness in teaching speaking. English teachers may use Snake and Ladder Game
for a better speaking class.
xii
§
§
CHAPTER I
INTRODUCTION
A.
Background
There are some problems in teaching English in classroom, especially that are
related to productive skills, namely speaking skill. There are many students cannot
speak well, because they seldom practice their English in speaking class. They feel
afraid to make mistakes in speaking English. It makes the students prefer to be quite
or not active in speaking in class. The problem can indicate that the students find it
difficult to use the foreign language because they have low motivation to practice
English in daily conversation. They are also too shy and afraid to take part in
conversation. Many factors can cause the problem of the students. This will be
serious problem if teachers cannot solve the problem faster.
To overcome this problem, the teachers need to find the effective way to teach
speaking. The teachers should create a media to make students speak up. Many media
can be used including games because many researches said that this media is effective
to use in teaching speaking. Using game for teaching speaking will be effective way
to make student speak up and speak well. Because the material of English subject is
very varied so the teachers are obligated to choose the suitable approach, strategy and
media in other to achieve the teaching purposes easily, and the media will make
students to be more motivated to study.
Ƨ
§
n§
§
The teacher can use board game as media in teaching and learning process.
According to Hornby (1995:486) games is an activity that you do to have some fun.
The board game in this case is snake and ladder.
Snakes and ladders games is one of games that can be used in teaching
speaking .Using that game will help to improve speaking ability. Using game will
make the student interest to the lesson. Snake and ladder game is fun game to do in
class. Snake and ladder games is a children's game that is played by two or more on a
square board with 100 numbered squares.
The aim of this game is makes students confidence to speak English and
vanish their feeling about afraid to speak up. Therefore the students can speak as
well. The important of this activity that the ritual is observed and no-one, including
the teacher, speaks out of turn because students are the people who need the practice,
not the teacher (Harmer,1998).
Based on the reason above, the writer is interested in explaining a media in
teaching English, the media is snake and ladder games. This is one way to use for
teaching speaking skill. This game needs the speaker to be active. Teacher can help
the students speak up by using snake and ladder games. By using snake and ladder
games, it can be easy students to practice English in speaking.
B. Research Question
The lack of speaking in English at school especially in SMAN 1 Takalar is the
main problem from the experiences of the researcher. In order to enable the
researcher to elaborate the main problem, the research question is formulated as
Ч
§
follow: “How effective is the use of Snake and Ladder Games in teaching speaking
skill to the second year students of SMAN 1 Takalar?”
C. Research Objective
This study aims at improving students speaking skill for the second students
of SMAN 1 Takalar. The specific objective of this current research is: “To identify
the effectiveness of using snake and ladder games in improving the second year
students’ speaking skill at SMAN 1 Talalar.”
D. Research Significance
This research contributes significance both theoretically and practically. The
researcher hopes that these contributions can become the benefits for the researcher
and all the people as well.
1. Theoretical Significance
First contribution to this research is theoretical significance. This significance
of the research can contribute one more theory of how effective using snake and
ladder games towards the teaching and learning process, especially to speaking skill.
2. Practical Significance
Second contribution to this research is practical significance. There are many
practical significances of the research which can be useful for students, teachers, and
for the next researchers. First, for the students, this research will be about using snake
and ladder games where the researcher will conduct the model in learning so it will
bring the excitement in the class. Second, for the teachers, this research will offer the
information to the significance of the using snake and ladder games. Third, for the
Ė§
§
next researcher, this research can be the reference of his or her that related to the
research.
E. Research Scope
This research was about the use of snake and ladder games in speaking skill.
In this research, the researcher focused on three criteria. The speaking criteria chosen
for this research are accuracy, fluency and comprehensibility. For the place, the
research will be conducted at SMAN 1 Takalar. For the subject, the second students
of SMAN 1 Takalar will be the subject to this research. The method that will be used
in this research is Quasi Experimental Design, Nonequivalent Control Group Design.
F. Operational Definition of Terms
Snake and Ladder Games is a children’s game that is played by two or more
on a squared board with 100 numbered squared (Aisyah Novita Permatasari;2014).
On some squares or box, there are ladders and snakes. The objective is to reach the
end of the board.
Snake and Ladder Games that will be conducted by the researcher is one of
games that can be used in teaching speaking .Using that game will help to improve
speaking ability. Using this game will make the student interest to the lesson. One of
the interest games is snakes and ladders games. Snakes and ladders games is kind of
simple game and it have been familiar in student second years at Senior High School.
Speaking is a productive skill that can be directly and empirically observed,
those observation are invariably colored by the accuracy and effectiveness of the test
takers’ listening skill, which necessarily compromises the reliability and the validity
of an oral production test (Brown, 2004).
§
§
CHAPTER II
REVIEW OF RELATED LITERATURE
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TEACHING SPEAKING TO THE SECOND YEAR
STUDENTS OF SMAN 1 TAKALAR
A Thesis
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alaudddin Makassar
By:
MUHAMMAD FAJAR SIDIQ
Reg. Number: 20400112056
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY
MAKASSAR
2016
ACKNOWLEDGEMENTS
Alhamdulillahi rabbil alamin.
Alhamdullilahi Rabbil Alamin, the researcher would like to express his
deepest gratitude to the Almighty Allah SWT who has been giving His Mercy,
Blessing, Inspiration and Good Health all the time to conduct the writing of this
thesis. Salam and Shalawat are delivered to the great prophet Muhammad SAW who
has brought human from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a
number of people, for their valuable guidance, correction, suggestion, advice and
golden support. Without them, the writing of this thesis would never have been
possible to complete. Therefore, he would like to express the greatest thanks and
appreciation for those people, they are:
1. The researcher’s family, his father (Kaharuddin) and his mother
(Musyawarah) who have given their endless love, always give support and
all of their praying for the researcher. Thank you very much for researcher’s
grandparents, aunts, uncles, siblings, and cousins who have always reminded
the researcher to keep his healthy.
2. Prof. Dr. H. Musafir Pabbari, M.S., as the Rector of UIN Alauddin
Makassar.
3. Dr.H.Muhammad Amri, Lc,M.Ag as the Dean of Tarbiyah and Teaching
Science Faculty of UIN Alauddin Makassar.
v
4. Dr. Kamsinah, M.Pd.I. and Sitti Nurpahmi, S.Pd.,M.Pd., as the Head and
Secretary of English Education Department of Tarbiyah and Teaching Science
Faculty of UIN Alauddin Makassar.
5. Prof. Hamdan Juhannis. M.A. Ph.D. and Dr. H. Abd. Muis Said. M.Ed. as
researcher’s consultants for their enthusiasm in encouraging, immense
knowledge in guiding, and their patience to teach the researcher.
6. Researcher’s best friends, Anggun Wicaksono, Wildana, Meidy yuhar
Algifari, Aldi Venus, Asdar, Khaeril Amri, and Rustam for their support
and solidarity.
7. Invicible Three Four 2012 as the best classmate who always support each
othis. Their laugh is researcher’s strength.
8. EDIT, E-YouC, The Betel members, seniors and juniors who have been a
part of researcher’s education life.
9. KKNPI friends in Pattani Thailand for their endless support.
10. The researcher also gives his deepest appreciation for everybody who
failed to be mentioned. Thanks for being a part of researcher’s life.
Takalar, March 10th 2016
Muhammad Fajar Sidiq
vi
TABLE OF CONTENTS
Page
COVER PAGE .............................................................................................
i
PERNYATAAN KEASLIAN SKRIPSI ........................................................
ii
PERSETUJUAN PEMBIMBING .................................................................
iii
PENGESAHAN SKRIPSI …………………………………………………..
iv
ACKNOWLEDGMENTS.............................................................................
v
TABLE OF CONTENTS ..............................................................................
vii
LIST OF FIGURES …………………………………………………………
ix
LIST OF TABLES ........................................................................................
x
LIST OF APPENDICES …………………………………………………… .
xi
ABSTRACT .................................................................................................
xii
CHAPTER I. INTRODUCTION ..................................................................
1
A.
B.
C.
D.
E.
F.
Background ....................................................................
Problem Statement ..........................................................
Research Objective ..........................................................
Research Significance .....................................................
Research Scope .............................................................
Operational Definition of Terms .....................................
1
2
3
3
4
4
CHAPTER II. REVIEW OF RELATED LITERATURE ............................
5
A. Theotrical Description ......................................................
a. Nature Speaking ………………………………….
b. Teaching Speaking ………………………………
c. Board Game ……………………………………...
d. The Snake and Ladder Board Game ……………..
vii
5
5
15
25
28
B. Related Studies ...............................................................
C. Theotrical Framework …………………………………..
D. Hipothesis ……………………………………………..
31
32
33
CHAPTER III RESEARCH METHOD ........................................................
34
A.
B.
C.
D.
E.
F.
Research Design .............................................................
Variable of the Research .................................................
Population and Sample ......................................................
Research Instruments .......................................................
Procedure of Collecting Data .........................................
Techniques of Data Analysis ............................................
34
35
35
36
37
38
CHAPTER IV FINDINGS AND DISCUSSIONS .........................................
46
A. Findings ..........................................................................
B. Discussions .....................................................................
46
51
CHAPTER V CONCLUSIONS AND SUGGESTIONS................................
53
A. Conclusions .....................................................................
B. Suggestions .....................................................................
53
54
BIBLIOGRAPHY .........................................................................................
55
APPENDICES ..............................................................................................
57
CURRUCULUM VITAE..............................................................................
86
viii
LIST OF FIGURES
Figure
Page
2.1. Theoretical Framework……………………………………………..
3.1. Research Design…………………………………………………….
ix
32
34
LIST OF TABLES
Table
Page
4.1
The rate percentage of score experiment class in pre-test...……...... 46
4.2
The rate percentage of score experiment class in pre-test ................ 47
4.3
The rate percentage of score control class in pre-test …...……...... 48
4.4
The rate percentage of score control class in pre-test …................. 49
4.5
The difference of mean score between pre-test and post-test …..
4.6
The mean score and standard deviation of students’ pre-test and
4.7
50
post-test ………………………………………………………….
50
The t-test of the students’ pre-test and post-test…………………
50
x
LIST OF APPENDICES
TABLE
Page
1. The Research Instrument (Pre Test) ............................................................
57
2. The Research Instrument (Post Test)...........................................................
57
3. The Score of the Pre Test and Post Test ......................................................
58
4. The Result of Data Analysis ......................................................................
60
5. Distribution of T-table ...............................................................................
68
6. Documentation ..........................................................................................
72
7. Snake and Ladder Game .............................................................................
74
8. Lesson Plan ................................................................................................
75
xi
ABSTRACT
Researcher
NIM
Department
Faculty
Title
:
:
:
:
:
Consultant I
Consultant II
:
:
Muhammad Fajar Sidiq
20400112056
English Education
Tarbiyah and Teaching Science
Using Snake and Ladder Game in Teaching
Speaking to the Second Year Students of
SMAN.1 Takalar
Prof. Hamdan Juhannis. M.A. Ph.D.
Dr. H. Abd. Muis Said. M.Ed.
This research is about using snake and ladder game to the second year
students at SMAN 1 Takalar.The problem statement of this research is How
effective is the use of Snake and Ladder Game in teaching speaking skill to the
second year students of SMA Negeri 1 Takalar. In addition, this research aims to To
identify the effectiveness of using snake and ladder game in improving the second
year students’ speaking skill at SMA Negeri 1 Talalar. The research designed used
was quasi-experimental design. The study was conducted at the second year students
of SMAN 1 Takalar in academic year of 2016/2017. The total number of population
was 160 students.
The data were analyzed using descriptive statistic (frequency, mean score, and
standard deviation) and inferential statistic (independent sample t-test). The research
discovers that students’ speaking skill improved by Using Snake and Ladder Games
by the increase of mean score of experimental class that is 7.65 in the pre-test and
10.85 in the post-test. The significance different between the experimental classed are
shown through the collected data from the post-test. The more students were more
active in speaking and they were not as shy as before. The result of the t-test also
shown that Using Snake and Ladder Games is effective to improve students’ speaking
skill because the t-test, 7.77, is higher than t-table, 2.03 (2.06 Ō 2.04).
Based on the findings and conclusion formulated in this research study, the
following recommendations are hereby proposed. Using snake and ladder game is
effectiveness in teaching speaking. English teachers may use Snake and Ladder Game
for a better speaking class.
xii
§
§
CHAPTER I
INTRODUCTION
A.
Background
There are some problems in teaching English in classroom, especially that are
related to productive skills, namely speaking skill. There are many students cannot
speak well, because they seldom practice their English in speaking class. They feel
afraid to make mistakes in speaking English. It makes the students prefer to be quite
or not active in speaking in class. The problem can indicate that the students find it
difficult to use the foreign language because they have low motivation to practice
English in daily conversation. They are also too shy and afraid to take part in
conversation. Many factors can cause the problem of the students. This will be
serious problem if teachers cannot solve the problem faster.
To overcome this problem, the teachers need to find the effective way to teach
speaking. The teachers should create a media to make students speak up. Many media
can be used including games because many researches said that this media is effective
to use in teaching speaking. Using game for teaching speaking will be effective way
to make student speak up and speak well. Because the material of English subject is
very varied so the teachers are obligated to choose the suitable approach, strategy and
media in other to achieve the teaching purposes easily, and the media will make
students to be more motivated to study.
Ƨ
§
n§
§
The teacher can use board game as media in teaching and learning process.
According to Hornby (1995:486) games is an activity that you do to have some fun.
The board game in this case is snake and ladder.
Snakes and ladders games is one of games that can be used in teaching
speaking .Using that game will help to improve speaking ability. Using game will
make the student interest to the lesson. Snake and ladder game is fun game to do in
class. Snake and ladder games is a children's game that is played by two or more on a
square board with 100 numbered squares.
The aim of this game is makes students confidence to speak English and
vanish their feeling about afraid to speak up. Therefore the students can speak as
well. The important of this activity that the ritual is observed and no-one, including
the teacher, speaks out of turn because students are the people who need the practice,
not the teacher (Harmer,1998).
Based on the reason above, the writer is interested in explaining a media in
teaching English, the media is snake and ladder games. This is one way to use for
teaching speaking skill. This game needs the speaker to be active. Teacher can help
the students speak up by using snake and ladder games. By using snake and ladder
games, it can be easy students to practice English in speaking.
B. Research Question
The lack of speaking in English at school especially in SMAN 1 Takalar is the
main problem from the experiences of the researcher. In order to enable the
researcher to elaborate the main problem, the research question is formulated as
Ч
§
follow: “How effective is the use of Snake and Ladder Games in teaching speaking
skill to the second year students of SMAN 1 Takalar?”
C. Research Objective
This study aims at improving students speaking skill for the second students
of SMAN 1 Takalar. The specific objective of this current research is: “To identify
the effectiveness of using snake and ladder games in improving the second year
students’ speaking skill at SMAN 1 Talalar.”
D. Research Significance
This research contributes significance both theoretically and practically. The
researcher hopes that these contributions can become the benefits for the researcher
and all the people as well.
1. Theoretical Significance
First contribution to this research is theoretical significance. This significance
of the research can contribute one more theory of how effective using snake and
ladder games towards the teaching and learning process, especially to speaking skill.
2. Practical Significance
Second contribution to this research is practical significance. There are many
practical significances of the research which can be useful for students, teachers, and
for the next researchers. First, for the students, this research will be about using snake
and ladder games where the researcher will conduct the model in learning so it will
bring the excitement in the class. Second, for the teachers, this research will offer the
information to the significance of the using snake and ladder games. Third, for the
Ė§
§
next researcher, this research can be the reference of his or her that related to the
research.
E. Research Scope
This research was about the use of snake and ladder games in speaking skill.
In this research, the researcher focused on three criteria. The speaking criteria chosen
for this research are accuracy, fluency and comprehensibility. For the place, the
research will be conducted at SMAN 1 Takalar. For the subject, the second students
of SMAN 1 Takalar will be the subject to this research. The method that will be used
in this research is Quasi Experimental Design, Nonequivalent Control Group Design.
F. Operational Definition of Terms
Snake and Ladder Games is a children’s game that is played by two or more
on a squared board with 100 numbered squared (Aisyah Novita Permatasari;2014).
On some squares or box, there are ladders and snakes. The objective is to reach the
end of the board.
Snake and Ladder Games that will be conducted by the researcher is one of
games that can be used in teaching speaking .Using that game will help to improve
speaking ability. Using this game will make the student interest to the lesson. One of
the interest games is snakes and ladders games. Snakes and ladders games is kind of
simple game and it have been familiar in student second years at Senior High School.
Speaking is a productive skill that can be directly and empirically observed,
those observation are invariably colored by the accuracy and effectiveness of the test
takers’ listening skill, which necessarily compromises the reliability and the validity
of an oral production test (Brown, 2004).
§
§
CHAPTER II
REVIEW OF RELATED LITERATURE
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릤䘐§릤䬬릤§Űꮠꮠ
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