IMPROVING THE FOURTH GRADE STUDENTS’ SPEAKING SKILLS THROUGH BOARD GAMES AT SD MUHAMMADIYAH PEPE BANTUL YOGYAKARTA

Abstrak / Ringkasan

This study was aimed at improving the fourth grade students’ speaking
skills through board games at SD Muhammadiyah Pepe, Bantul Yogyakarta.
Based on the preliminary observation, there were some problems in the teaching
and learning of speaking. They dealt with students’ speaking skills related to
students’ participation, confidence, comprehension, fluency, vocabulary,
pronunciation and grammatical accuracy. The solution for these problems was
applying board games and other actions that supported the games’ role in solving
the problems.
This study is action research. This research consisted of two cycles with
three meetings in each cycle. The subjects of the research were the fourth grade
students of SD Muhammadiyah Pepe, the English teacher as the collaborator and
the researcher. The data collection techniques were observations, interviews and
tests. Hence, the data were in the form of field notes, interview transcripts and
students’ speaking scores. In analyzing those data, two methods were used. The
qualitative data were analyzed in five steps, i.e. assembling the data, coding the
data, comparing the data, building interpretations, and reporting the outcomes.
The quantitative data in the form of pre-test and post-test scores were analyzed by
comparing the mean scores.
The result of the research showed that the use of board games in
combination with applying various media in the presentation, using songs, using
classroom English, and conducting listening activities was able to improve
students’ speaking skills. Based on the qualitative data, the students could respond
to the language functions appropriately, speak at the normal speech without
pausing for words, say the language function in correct pronunciation and
appropriate intonation, and use the language functions without grammatical
errors. They also enthusiastically joined the teaching and learning activities.
Based on the quantitative data, the students’ speaking scores and the number of
students who performed each indicator increased. The improvements of the mean
scores were 53.85% for comprehension, 66.67% for fluency, 41.7% for
vocabulary, 43.8% for pronunciation, and 85.1% for grammatical accuracy. From
the data above, it can be concluded that the students’ speaking skills improved.

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