A. Background of Research
For many years, English has been considered as an international language. Almost
all the people from many different countries around the world use it to communicate. The
area of English has always become a special interest. Its because of the importance of
English in any scope of our lives. Today, the first international language is English, and in
this globalization era, millions of people want to improve their English speaking or to
ensure that their children achieve good English speaking. Its because English speaking is
phrases and grammatical feature if they want to produce language in their daily
communication or to interact with other in English. There are four skills in teaching and
learning a language : listening, speaking, reading, and writing, but out of the four skills,
Many factors can cause the problem of the students speaking skills, among other
the students interest, the material, the media, and technique in teaching English. In
difficulties in using English when their teacher ask them to come in front of the class to
DOLOPO.
That is why the researcher an alternative way to create suitable and interesting
techniques to students condition. They need any practices to assists them in developing
their speaking ability. It can be done by Toss and Tell Us. Toss and Tell Us is a basic
junior high school in speaking, the researcher concerned to find out whether game could
significantly increase the students speaking skill through the research entitled
Improving Students speaking skill using Toss and Tell us game at seventh grade of
SMPN 3 DOLOPO.
B. Problem Identification
In line with the background of the research, researcher shows the problem which can
be identified as follows:
The objective of this research was to find out whether there is an improving
students.
b. This research is expected to give the motivation for the students in speaking
English.
c. This research is expected to make the studentsbrave in speaking English.
2. For the Teacher
This research is expected to give the inspiration for the teachers in practice the
of the research.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Speaking
understand the productive abilities, especially speaking. So, speaking is one of four
skills which has important role in daily life, even as a main skill in communication
produces and uses the language to express sequence ideas and at the same time he
tries to get the idea or the message. In this situation, there is a process of giving or
Beside of that, we know that there are four skills of English. In addition, it divided
into two groups, the productive and receptive skill. Speaking is productive skill.
From those definitions, the writer makes conclusion that speaking is an activity used
verbal and non-verbal symbols to express speakers idea and felling to the listener in
follow:
self. In daily activity the communication has the different purposes that needed by
the students. The different purposes and function require the different approach and
method.
According the statement above, there are three functions of speaking which
1) Talk as Interaction
This refer to the conversation and describes interaction among the people,
thus it serves a primarily social function. The main features of talk as interaction
2) Talk as Transaction
as performance. This refers to public talk, that is, talk that transmits
learners should be given how to learn English and the teacher should be able to create
interesting situation so that the students can learn and understand the materials
Although some teachers of English see language games as time consumers or
classroom techniques for fun, games have a special role in any foreign language
teaching becausee they facilitate foreign language learning especially for children.
teaching and learning has become much more demanding for teachers and
learners just like any other innovation poses challenges for its users.
This activity accesses linguistic knowledge from memory in oral mode and provides
students with practice in reading short sentences aloud to the class. This practice is
achieved through understanding and speaking in response to short directives covering a
variety of subject. Students who are not participating have an opportunity to learn
information. For example, the answers to the short directives so that when their turns
10. Have the student who rolled the dice pass them to the student who responded, who