THE IMPLEMENTATION OF BOARD GAME TO INCREASE STUDENTS’ ABILITY IN SPEAKING

7/21/2019 THE IMPLEMENTATION OF BOARD GAME TO INCREASE STUDENTS ABILITY IN SPEAKING

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CHAPTER IINTRODUCTION

A.Background of the Study.

Look at the developing science and technology, language has an

important rule for human life, by using language the people will express

their ideas, emotion, and desires, and it is used as a medium to interact

with one another, to full their daily need. English has been the most

important language in international communication. The people all over

the world speak the language when they meet one another in every

international meeting, workshop, or conference. All countries in the world

have set the language as one of the compulsory subect studied at school.

English has many functions, one of them as stated in the !""#

curriculum that English is means for the students to develop science,

technology, culture and art, and the nal obective of teaching and

learning process is the students are expected to master the four skills of

language$ listening, speaking, reading, and writing. Teaching and learning

will be success if they are supported by some factors such as the method

that is used in teaching English, completeness of teaching facilitation,

interesting media, and condition of school environment.

%ndonesia as one of the developing countries has also set its

educational curriculum to include English as a foreign language which is

studied from unior high school up to the university level. &eing successful

students are not easy, this fact can be seen mostly at eight grader of '()

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(uhammadiyah #+ ikupa, although they have been studying English for

more than a year, but they are still unable to use English in interacting

with their teacher in the classroom.

'peaking is important for them to practice their capability and their

understanding, how to send idea, and how to spell word well- in this case

the students motivation and interest are very needed to make the

process of their understanding more easily. &ecause of the material of

English subect is very variety, so the teachers are obligated to choose the

suitable approach, strategy, and method in order to achieve the teaching

purposes easily, and the media will make the students to be more

motivated to study. The teacher who is able to present the material easily

will be students idol. The teacher can use some methods in teaching

learning process to help the students understanding about the material

that is explained. %n applying method, the teachers have to prepare many

things like- teaching material, classroom management, and many other

aspects because using inappropriate techni/ue can make the students get

di0culties in understanding the teachers explanation and it means that

the teacher may be failed in teaching them.

To make the students have strong interest in teaching and learning

process especially in learning speaking, the teacher should take the best

approach, method, and strategies. Then, the teacher can use media in

teaching of English language, method are used to help the students for

speaking to make interaction between the teacher and students.

1urthermore, the teacher has to prepare the interested aids before

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teaching learning process done. %n this case, the researcher used board

game as method in teaching learning processes.

The teacher can use board game as method in teaching and

learning processes. According to 23ornby *445$ #+67 game is an activity

that you do to have some fun. &oard game can be dened as something

or an instrument that is used to attract students motivation to follow the

teaching and learning process because board game can make the

students more focus in learning, because they do not feel that they are

forced to learn. They also enable learners to ac/uire new experiences

within a foreign language which are not always possible during a typical

lesson. &oard game can be method that will give many advantages for

teacher and the students either.

(ethod must be able to increase the students motivation in

learning English, especially in speaking English. And, method has to be

able to manipulate, see able, listenable, and readable. At last the teacher

hopes that method can motivate his students to speak English to

communicate their need especially in the classroom and in their daily

need in general.

&oard game as a method of intertwinement can build up the

students motivation and reinforce any language skill as speaking and

listening. The students playing board game in the classroom only for

language learning and help them to increase their speaking skill which

they can apply it outside of the classroom.

ommunication is one of the implementation of language function in

society as a means of carrying out the a8airs. 'tudents are not easy to

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speak English :uently if they only study at school generally, they will get

it in real life listening to the native speaker. &ut, if the school has certain

rule and has good condition of school environment, so the students can

speak English as well.

'peaking is one of four language skills, which is basic function of

language as communication instrument. 'tudents who study at the school

which use certain language will be a good speaker, di8erent from students

who study at the other school. They will get di0culties in using English to

speak each other- it is caused by condition of school environment and

media that is used in teaching them.

B.Focu of the Study&ased on the background of the study above, this study is limited to

nd out the increasing of students speaking ability through board game.

The subect of the study is the eighth grade of '() (uhammadiyah #+

ikupa.C.State!ent of the Pro"#e!

&ased on the background above, the problem can be

formulated as follows$ ;3ow can board game increase the students

speaking ability at the eighth grade of '() (uhammadiyah #+ ikupa


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The result of this study is expected to nd out strategy of

increasing students speaking ability through board game.- )ractically

a. Teacher

*7 Teacher can use the material easier and she=he will have

a new method to teach speaking by using board game.!7 The teacher can make this method to be an interesting

method in other the students easy to understand in

learning english speaking.b. 'tudents

*7 The students will be easy to understand about how to

say something.!7 %t will improve the students ability in speaking.

c. >esearcher*7 an use the result of this study to be reference.!7 an search the same variable.

CHAPTER IIRE'IE( OF )ITERATURE AND ACTION H*POTHESIS

A.S$eak%ng A"%#%ty

%n this chapter will discuss about the nature of speaking, the

meaning of speaking, the function of speaking, the aspect of speaking

ability, and macro and micro skill of speaking ability.

+. The Nature of S$eak%ng A"%#%ty&rown 2in %slamiyah, !""?$ *#7 states that speaking is a

productive skill that can be directly and empirically observed, those

observations are invariably collared by the accuracy and :uency.

@hile, he also states that speaking is the product of creative

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construction of linguistic strings, the speakers make choices of

lexicon, structure, and discourse.)oerdarminta 2in %slamiyah, !""?$ *#7 states that the classical

meaning of speaking is the ability to talk, and to speak. The main

purpose of speaking is to send the message for the other one or to

be able to communicate about something in language and

understood by someone who becomes a listener.Tarigan 2in %slamiyah, !""?$ *#7 states that speaking is one of

the language skills in oral form to express the speakers ideas to

everybody else. @hile, speaking is the informal interchange of

thought and information by spoken words.,. The -ean%ng of S$eak%ng A"%#%ty

'peaking ability consists of two words are speaking and ability.

To avoid misunderstanding about the meaning of speaking ability, it

will clarify one by one. According to )oerwadarminta 2*4+5$ *"47. %t

is also stated by 3ornby 2*44"$ 5*7 that abilitys potential capacity

of power to do something physically or mentally. Those description

may concluded that ability is capability of human which identical

with ability. According to iwandono 2in (unir, !""5$ *67 speaking

is the activity to express thought and feeling orally.'peaking is an articulation of sound to express thought.

Tarigan 2*44"$ *57, says that speaking is the capability in

pronouncing sound or word to express or convey though, idea or

feelingB opinion and wish. Another expert says that speaking is talk

or speaks 23aryanto in 'unardi, !""#$ *97. %f both speaking and

ability are combined, so it means a capability to utter the

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articulation of sound to express or to deliver thought, opinion and

wish to the other person.. The Funct%on of S$eak%ng A"%#%ty

&rown and Cule in 1auDi 2!"*!$ #7 also describe a useful

distinction between two basic language function. These are the

transactional function, which is primarily concerned with the

transfer of information, and the interactional function, in which the

primary purpose of speech is the maintenance of social relationship.Another basic distinction when considering the development

of speaking ability is between monologue and dialogue. They ability

to give an uninterrupted oral presentation is very clear from

interacting one people and another speakers for transactional and

intersectional purpose, while, all native speakers can and do use

language interaction, not all native speaker have the ability to be

extempore on a given subect to group of listeners. 1urthermore,

&rown and Cule in 1auDi 2!"*!$ #7 suggest that most language

teaching is concerned with developing skills in short intersectional

exchanges in which the learner is only re/uired to make one or two

utterance at a time.&ased on the above statement, &ygate in 1auDi 2!"*!$ 57

distinguishes that ;between motorperceptive skill, which are

concerned with correctly using the sound and structures of

language, and interactional skill, which involves motor perceptive

skill for the purpose of communicationB motor perceptive skill are

developed in the language classroom through activities such as

model dialogues, patterns practice, oral drills and so on, until

relatively recently, it was assumed that the mastery of motor

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perceptive skill was that needed all one, in order to communicated

successfully./. The A$ect of S$eak%ng A"%#%ty

armodihardo in 1auDi 2!"*!$ ?7 states about the aspects of

speaking that is ;the re/uirements of e8ective speaking such as$

intonation, phonetic transcription and environment expressionB.The opinion above describes that, to able communicate

e8ectively, it must be considered that situation of sound utterance,

pronunciation and physical. Fn the other hand, Galetto in 1auDi

2!"*!$ ?7 says that ;The elements which are in speaking cover

phonetic transcription, grammar, vocabulary, the e8ective and

speakingB

(eanwhile, 3aris in 1auDi 2!"*!$ ?7 claries as follows$

;Like writing speaking is complex skill re/uiring the

simultaneous use of number of the di8erent abilities which often

developed of di8erent rates either four of ve components are

generally recogniDed in analyDe of the speak process$ 2a7

pronunciation concluding the segmental features vowel, and

consonants, vocabulary, stress and intonation pattern the :ow

speech, 2b7 grammar, 2c7 vocabulary, 2d7 :uency 2the case and

speed of the :ow speech7. The solve probably be added, 2e7

comprehension for oral communication certainly re/uires a subect

the response to speak as well as imitation.

&ased on the statement above, it can be concluded that the

aspects of the speaking ability in this research are$ 2a7 pronunciation

competence, 2b7 grammatical ability, 2c7 vocabulary mastery, 2d7 the

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:uently of speaking, and 2e7 the understanding of the topic of

speaking.

0. -acro and -%cro Sk%## of S$eak%ng A"%#%ty

a1 -acro Sk%## of S$eak%ngAccording to 'harma 2!"*"$ 57. There are the skills that should be

implemented in speaking activities.+. Appropriately accomplish communicative functions according

to situations, participants, and goals.

!. Hse appropriate styles, registers, implicative, redundancies,

pragmatic conventions, conversion rules, :oor keeping and

yielding, interrupting, and other sociolinguistic features in

facetoface conversations.

9. onvey links and connections between events and

communicate such relations as focal and peripheral ideas,

events and feeling, new information and given information,

generalisation and exemplication.

#. onvey facial features, kinesics, body language, and other

nonverbal cues along with verbal language.

5. evelop and use a battery of speaking strategies, such as

emphasiDing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing for help, and

accurately assessing how well your interlocutor is

understanding you.

"1 -%cro Sk%## of S$eak%ng

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There are some of the micro skills involved in speaking. The

speakers have to$*. )ronounce the distinctive sound of language clearly enough so

that people can distinguish them. This includes making tonal

distinctions.!. Hse stress and rhythmic patterns, and intonation patterns of

the language clearly enough so that people can understand

what is said.9. Hse the correct forms of words. This may mean, for example,

changes in the tense, case, or gender.#. )ut words together in correct word order.

5. Hse vocabulary appropriately.

6. Hse the register or language variety that is appropriate to the

situation and the relationship to the conversation partner.

?. (ake clear to the listener the main sentence constituents,

such as subect, verb, obect, by whatever means the

language uses.

+. (ake the main ideas stand out from supporting ideas or

information.

4. (ake the discourse hang together so that people can follow

what you are saying. 2Frwig*444$ !97.B.Board 2a!e

This chapter discusses about the meaning of board game, the

concept of board game, the advantages of board game, the

disadvantages of board game, and teaching speaking by using board

game.

*"
http://www.sil.org/LinguaLinks/AuthorsMZ.htm#OrwigA46C380B53F50Ahttp://www.sil.org/LinguaLinks/AuthorsMZ.htm#OrwigA46C380B53F50A


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+. The -ean%ng of Board 2a!eTo increase the speaking skill we need method to be used.

Fne of them is game. The denition of game is an activity that you

do to have some fun 3ornby 2*445$ #+67. Therefore, board game

can be dened as something or an instrument that is used to attract

students motivation to follow the teaching and learning process

because board game can make the students more focus in learning,

because they do not feel that they are forced to learn. They also

enable learners to ac/uire new experiences within a foreign

language which are not always possible during a typical lesson.

&oard game can be method that will give many advantages for

teacher and the students either. &uckby 2*44#$ +!7 The useful of

board game are attract the students to learn English because it is

fun and make them want to have experiment, discover and interact

with their environment are$a7 &oard game adds variation to a lesson and increase motivation

by providing a plausible incentive to use the target language. 1or

many children between four and twelve years old, especially the

youngest, language learning will not be the key motivation factor.

&oard game can provide this stimulus. &uckby 2*44#$ +!7.

b7 The game context makes the foreign language immediately

useful to the children. %t brings the target language to life.

&uckby 2*44#$ +!7.the board game makes the reason for

speaking plausible even to reluctant children.c7 Through playing board game, students can learn English they

way children learn their mother tongue without being aware they

are studying- thus without stress, they can learn a lot.

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l7 Talk a lot to them in English, especially about things they can

see. Teacher must teach them by using English, especially about

anything in their surroundings.

m7)lay board game, singsongs, say rhymes and chants together. %t

means teacher has skills in playing board game, singsong etc to

make them enoy and interest in learning.n7 Tell simple theories in English, using pictures, acting with

di8erent voices.o7 o not worry when they use their mother tongue. Cou can answer

a mother tongue /uestion in English, and sometimes recast in

English what they say in their mother tongue. %t means if the

students use their mother tongue, the teacher translate to

English and repeat again, again and again to make them always

remember what teacher means.p7 onstantly recycle new language but do not be afraid to add new

things or to use words they will not know. Teacher gives new

language while remember the last topic./7 )lan lesson with varied activities, some /uiet, some noisy, some

sitting, some standing and moving, it means teacher must

demonstrate his teaching with several activities 2moiling

teaching7, sometimes teacher sit, stand up in front of or behind

the students.,. The Conce$t of Board 2a!e

3ammond2!"**$ *7. @hile the concept of a board game is not

new, the playing of board games is timeless. (any of us enoy

playing a good board game now and then. )erhaps some of us have

a regular Jgame night.J @hether you go for the traditional (onopoly

or Cates or prefer more uni/ue games like Kator Kolf and

*9
http://boardgamegeek.com/blogger/807/dan-hammondhttp://boardgamegeek.com/blogger/807/dan-hammond


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&olkus, board games can be very entertaining. A lot of companies

are making educational board games that teach things such as

adding or phonics. @hile these are obviously educational, any type

of board game can teach kids many important concepts.

This study will address 5 important concepts that playing

board games can teach children.

*. Taking Turns and 3aving )atience$ %n board games, kids are

taught to wait for their turn. 'ometimes this can be hard as kids

tend to get anxious. 3owever, as this skill is practiced, it will get

easier for them in board games and in playing with friends and

siblings in general.

!. )laying 1air$ %t is so easy for kids to get upset when they lose a

turn or things dont go the way they planned, but it is important

for them to learn that cheating is not fair. %n a way it follows the

golden rule because they wouldnt want someone else to cheat

so they need to not cheat. Learning this concept will help kids as

they grow older and have di8erent disappointments when things

dont turn out as planned. %t will also teach them to be honest in

school and, later on, the workplace.

9. >easoning and 'trategy 'kills$ )laying board games will help kids

reason and strategiDe about the best way to Jplay their cardsJ to

their best advantage. This is an important concept in making

everyday life decisions throughout.

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#. Kood 'portsmanship$ (any kids get so worked up about having

to win the game and boast if they do. Then if they dont win they

may be bitter or say hurtful things. Mids need to know that

having fun is the most important part of playing the game and to

be humble and have good sportsmanship no matter who

wins. Learning this concept can help them in any friendships they

have as well as to be happy about others achievements.

. The Ad3antage of Board 2a!eAccording to arly 2!"*"$ !*7. There are many advantages of

using board game in the classroom they are4*. They are motivating and challenging.!. Learning a language re/uires a great deal of e8ort.9. &oard game helps students to make and sustain the e8ort of

learning.#. &oard game provides language practice in the various skills

speaking, writing, listening and reading.5. They encourage students to interact and communicate.6. They create a meaningful context for language use.?. 'peaking skill board game bring real world context into the

classroom, and increase students use of English in a :exible,

meaningful and communicative way.+. &oard games usually involve friendly competition and they keep

students interested in learning the language.

4. &oard game can help them 2children7 learn and hang on to new

words more easily./. The D%ad3antage of Board 2a!e

ewar 2!""4$ *57. There are many disadvantages of using

board game in the classroom4*. (ost people play with house rules 2ex. money under free parking,

not using the auctions, etc7 that cause the game to last much

longer than it should.

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!. )layer elimination. )layers can get knocked out of the game

early.9. Too dependent on luck. Fnce all the properties are bought N

traded, the game is ust rolling the dice until everybody goes

bankrupt.#. oesnt scale well to the number of players. # players seem to be

ideal.5. )layers takes too long and ! players is completely pointless

2without trades, its all luck7.6. The game is almost *"" years old. (uch better designed games

have been released since then 2Ac/uire, )ower Krid, 'ettlers of

atan, >ailroad Tycoon7.0. Teach%ng S$eak%ng By U%ng Board 2a!e

Fne of game in teaching speaking English is &oard Kame. The

e8ort of the linguist has strong basic because the learner

entertained with their everyday life, give chances to the student to

more creatively because &oard Kame as method in teaching

speaking English is very e8ective and more interested because the

students will be memoriDed the vocabulary and, the enoying the

picture in the board. 'o that using &oard Kame in teaching speaking

will give achievement ac/uiring English.&oard Kame can increase motivation to learn the English for

the students. They also have to add advantage of being memorable

the words much less likely that the students will forget the words,

and therefore the language practice in it, whereas language practice

in even well constructed drill is usually very /uickly forgotten and

nally, &oard Kame which helps to bring the students memoriDe

more words.

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The teachers begin to explain the materials, the teachers use

&oard Kame in order to make the students have more interests,

attention and understand about the material. There are ve steps

that can be applied when the teacher use &oard Kame$ 2*7 take

pictures in front of the class 2! try to attract the students

understanding about &oard Kame 297 the teachers begin to explain

what does the &oard Kame talk about- 2#7 in order to know the

achievement of the students, the teachers ask one of the students

to repeat again what does the teachers do before and, 257 after the

teachers feel that all the students have understood of the material,

the teacher continue to another topic.C.Re#e3ant Study

The studies that have relevant with this study are$ rst this study

which has relevance with this research was conducted by Ougroho Ooto

'usanto 2!""? = !""+7 on the ontribution of 'peaking )ractice with The

Oative 'peaker Toward 'tudents 'peaking apability$ A ase 'tudy at

'econd Cear of '(AO ? (ataram in Academic Cear of !""? = !""+.

The problem of his study, those were$ @hat ontributions can the

Oative 'peaker )rovide to the 'tudents 'peaking apability through

'tudy Tour )rogram in the 'econd Cear 'tudents of '(AO ? (ataramesearch is design as the attempt to plan and de term ne all of

the possibilities and the material that be need in a /ualitative

research. >esearch design is used in this research is the classroom

action research. According to 'uharsimi, 2!""!$ +!7 that action

research is a solving problem strategy which is use the real action in

form of innovative development process in detecting and solving

problem.

The procedure of the classroom action research consists of

cycles. The cycle is administrated based on the progress being

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achieved. To identify the students ability in English pronunciation,

the students were given diagnostic test functioning as initial

evaluation. This initial observation is conducted in order to determine

appropriate action in increasing English. 1orm evaluation and the

observation, it is determine in the re:ection that to increase students

English pronunciation in reading aloud focusing on the narrative text.

%n classroom action research design, there are four components

that will be done, there are planning, action, observing and re:ecting

2Lewin in suharsimi !""!$ +97, in the same page, Mammis and (c

Teggart united the second and third component, those are acting and

observing. Then the components show cycles or the ongoing

activities that can be seen in this component below$

*. )lanning&efore beginning the rst cycle, however at the very

beginning step as the preliminary, a diagnostic evaluation was done

to investigate the degree of the students English pronunciation in

reading aloud focusing on the narrative text. %t is done by applying a

pretest to the students. The result of pretest is telling the

researcher how far the students ability.The details of the research planning can be describe as

follows- before implementing the determined action, the teacher will

prepare all need and supportive material as well as the steps

applied. They are$a7 (aking the lesson plan i, e, the step of presenting the teacher

material based on the therephase techni/ue and the activity

as done by the students.

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b7 )reparing all facilities and supportive material in presenting

the teaching materials, such as- English pronunciation in

reading aloud focusing on the narrative text.

c7 esigning a test to nd out the increase implementation of

English pronunciation in reading aloud focusing on the

narrative text.!. Acting

%n implementing the action the research is assisted by his

collaborator the research acted as the teacher who is taught how

the students increases English pronunciation in reading aloud

focusing on the narrative text. The main stops in the students and

learning activated were designed as follows-a7 )reactivity

*. The teacher greets the students and checks the students

attendance.!. The teacher asking for the students attention by giving some

/uestions about their last week activities.9. The teacher tells the students about the obective of the

lesson.b7 @hileactivity

*. The teacher introduces some pronunciation in peaking ability

to the students.!. The teacher explanation how the way of speaking easily.9. The teacher asks the students in di0culties to speaking easily.

c7 )ostactivity

*. The teacher makes re:ection on the students activities.!. istributed the students test.9. heck the students works.

9. FbservingFbserving the action is the process of recording and gathering

all relevant data about any aspects that was happening during the

teaching and learning process. %n classroom action research, the

observation is focus on collecting what the data relating with the

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treatment activity this observation took an important role in this

research since what happens within the process of treatment may

in:uence the result of this research.

#. >e:ection>e:ection is an activity to think what is has been done, how

the result, and what is has not been completely done. The result of

this re:ection will become the standard of determining the following

steps until the obectives of the research were achieved. The result

of re:ection may show either the action is successful or not, then

follow up can be plan after, if the re:ection result tells the action is

successful, the cycle is over, but if is not, the next cycle must be

plan with is any improvement.B. Sett%ng of the Study

The setting of the study refers to the place and time to

conducting the study. This study will be conducted at the rst

semester of the eighth grade of '() (uhammadiyah #+ ikupa. The

researcher did classroom action research for * month.C. Su"6ect of the Study

The subect of the study is all students of the eighth grade

of '() (uhammadiyah #+ ikupa. The number of the students

consists of ! classes, that are G%%% A which consists of #" students,

G%%%& which consists of 94 students. 'o, the number of subect is ?4

students. The present researcher will take G%%% A as a subect of the

study.D. Data Co##ect%on

+. Perfor!ance Ind%catorThe action as well as the research carried out can be said to

be successful when the learning achievement of class G%%% A '()

(uhammadiyah #+ ikupa in theschool is at least ?" individually

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and +"P classically. The percentage is decided based on the

criteria of mastery learning set in the school. %t can be said that if

a student get ?" of learning achievement, he or she reaches the

mastery learning. Then, if +"P of the students in the class get

?", means that, the class reaches the mastery learning and

the researcher will not go to the next cycle, it is based on the

action planned above.,. Techn%7ue of Data Co##ect%on

A researcher will be used many kinds of data collection like

/uestioner, interview, or test. %t will be noted, that all methods of

data collection should be obective. The kinds of data that use in

classroom action research are /uantitative data$%n this case, the researches use only the result of the

increasing students speaking ability through board game.. Intru!ent

%n this study, the instruments used were 2*7 rst evaluation

test, 2!7 nal test, and 297 observation paper.*7 1irst evaluation test

This evaluation was done to know the students

basic ability in understanding the denition and the

characteristics of narrative text.!7 The nal test

This test was given in the form of a umbled

sentences game which was arranged using certain rules.

(aximum score was *"" and minimum score was Dero if

there was no correct answer. %t was done by all students

in which they were divided into six groups.97 Fbservation paper

Fbservation paper was an observation device that

consisted of names of subects and factors that were

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observed. %n this study, it was used to obtain the data of

the learning process.E. Data Ana#y%

After the data are collected then the data are classied again

to identication. The result of identication of the data is to

classied based on students ability in speaking. To analysis the data

through the interview method and observation is that using

descriptive methods, %n this case, the writer used the observation,

interview and speech test as the techni/ue to analysis the data.

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arly, 'chuna. !"*". The Advantages of Learning Games for Kids. %nternet

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arol U, Frwig. *444. Speaking Skill. %nternet Tessol. http$==w.w.w. 'il. org.

ewar, Kwen. !""4. Board Game for Kids: Do they make kids

smarter?. %nternet Tessol. http$== www.boardgameforkids.html

1auDi, Ahmad. !"*!. rodu!tive "o!a#ulary $astery and Speaking A#ility

for the Ten Students %%of $A &' an!or in the S!hool (ear

)*++,)*+). 'TM%) 3amDanwadi 'elong. Hnpublished.

3amond, an. !"**. Design -urnal*+: The /on!ept of Board

Game. %nternet Tessol, http$ ==boardgamegek.om.

3ornby A. ' *44".01ford Advan!e Learner2s Di!tionary of /urrent 3nglish.

London$ Fxford Hniversity )res.

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Documents

THE IMPLEMENTATION OF BOARD GAME TO INCREASE STUDENTS’ ABILITY IN SPEAKING