This document is a final project submitted by Ratih Ika Chrisnindyasari to fulfill the requirements for a bachelor's degree in English Education. The project discusses using a color hunting game to teach spoken descriptive text to 7th grade students at SMP N 2 Demak in the 2012/2013 academic year. The study aims to describe how the game is implemented, identify problems students face, and find solutions. The writer conducted classroom observations and interviews. It is hoped that the results provide benefits for teachers, students, and readers.

1. AN ALTERNATIVE TECHNIQUE IN TEACHING SPEAKING SPOKEN
DESCRIPTIVE TEXT
USING THE COLOR HUNTING GAME:
A Case Study of the Seventh Grade Students of SMP N 2 Demak In Academic
Year 2012/2013
a final project
submitted in partial fulfillment of the requirements for
the degree of Sarjana Pendidikan
in
English
by
Ratih Ika Chrisnindyasari
09420156
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
LANGUAGE AND ARTS EDUCATION IKIP PGRI
SEMARANG
2013
i

2. DECLARATION
I certify that this final project is definitely my work. I am completely responsible
for the content of this final project. Other writer’s opinions or findings included in
the final project are quoted or cited in accordance with ethical standards.
Semarang,........ July 2013
Ratih Ika Chrisnindyasari
NPM. 09420156
ii

3. APPROVAL
This
final
TEACHING
project
entitled
SPEAKING
“AN
SPOKEN
ALTERNATIVE
DESCRIPTIVE
TECHNIQUE
TEXT
USING
IN
THE
COLOR HUNTING GAME: A Case Study of the Seventh Grade Students of SMP
N 2 Demak In Academic Year 2012/2013” written by:
Name
: Ratih Ika Chrisnindyasari
NPM
: 09420156
Department
: English Education
Faculty
: Language and Arts Education
Has been approved by the team of advisors of Department of English Education,
Faculty of Language and Arts Education, IKIP PGRI Semarang on:
Day
:
Date
:
Semarang,
July 2013
First Advisor
Second Advisor
Dias Andris Susanto, S.Pd, M.Pd
Rahmawati Sukmaningrum, S.Pd, M.Pd
NPP. 097901226
NPP. 117901340
iii

4. RATIFICATION
This final project has been approved by team of examiners on .... July 2013
1. AB. Prabowo K.A, S.Pd, M.Hum
..............................................
NPP. 047001157
Examiner
2. Dias Andris Susanto, S.Pd, M.Pd
...............................................
NPP. 097901226
Examiner/Advisor I
3. Rahmawati Sukmaningrum, S.Pd, M.Pd
NPP. 117901340
...............................................
Examiner/Advisor II
4. Drs. A. Wiyaka, M.Pd
................................................
NIP. 196412261990031002
Head of English Department
5. Dra. Sri Suciati, M.Hum NIP.
................................................
1965031611990032002
Dean of FPBS
iv

5. DEDICATION
This final project is particularly dedicated to:
1. My beloved parents, Sutrisno and Rini Haristyastuti.
2. My beloved grandmother’s big family.
3. My lovely little brother and sister, Aditya Nova Kristiawan and Dewi
Risnawati Trisnawati.
4. My special person, Darmawan.
5. My classmates PBI ’09 class D.
6. My beloved friends, Dian, Leni, Monik, Muna, Yulia, Hilda, Putri, Melia,
Juli, Dyah, Yani, and Tiara.
v

6. MOTTO
Spread love everywhere you go. Let no one ever come to you without leaving
happier (Mother Teresa)
vi

7. ACKNOWLEDGEMENTS
First of all, the writer would like to thank to God the Almighty for the
blessing, mercy, and inspirations during the process of this final project until
finish.
In this occasion, the writer also would like to express the gratitude and
appreciation for the valuable assistance given by many persons in completing this
final project. The writer would say thanks to:
1. Dra. Sri Suciati, M.Hum., the Dean of Language and Arts Education IKIP
PGRI Semarang.
2. Drs. A. Wiyaka, M.Pd., the Head of English Department IKIP PGRI
Semarang.
3. Dias Andris Susanto, S.Pd, M.Pd., as the first advisor who has guided in
writing this final project.
4. Rahmawati Sukmaningrum, S.Pd, M.Pd., as the second advisor who has
guided in writing this final project.
5. All of the lecturers of English Department of IKIP PGRI Semarang for their
guidance given to the writer during her study.
6. Drs. Setyobudi, M.Pd., the headmaster of SMP N 2 Demak who has given
permission to do the observation.
7. Widyastuti Anna, S.Pd, M.M., the English teacher of SMP N 2 Demak who
has given permission to the writer to observe her class.
vii

8. 8. The seventh grade students of SMP N 2 Demak, especially VIIA class who
have participated in her study.
Finally, the writer believes that without their advice and support during the
study, this final project can not be finished in time. The writer hopes that this
final project will be useful for the readers.
Semarang,
The writer
viii
July 2013

9. ABSTRACT
Ratih Ika,Ch. 2013. An Alternative Technique in Teaching Speaking Spoken
Descriptive Text Using the Color Hunting Game: A Case Study of the Seventh Grade
Students of SMP N 2 Demak In Academic Year 2012/2013. Final Project. English
Department, Faculty of Language and Arts Education. IKIP PGRI Semarang.
Advisor I: Dias Andris Susanto, S.Pd, M.Pd. Advisor II: Rahmawati Sukmaningrum,
S.Pd, M.Pd.
This final project discussed about the use of color hunting game in
teaching spoken descriptive text to the seventh grade students of SMP N 2 Demak in
academic year 2012/2013. The writer did the observation to the VIIA class students
to get the data. The purposes of this final project are to describe the implementation
of using color hunting game in teaching spoken descriptive text in the seventh grade
students of SMP N 2 Demak, to find out the problems encountered by the
students in learning spoken descriptive text using color hunting game, and to
find out the possible solutions to solve the problems encountered by the students
in learning spoken descriptive text using color hunting game.
Descriptive text is one of the genres that are taught in Junior High School and
becomes one of the criterion of the assesment. There are two cycles to teach descriptive
text, spoken and written. In this final project, the writer observed the spoken descriptive
text.
This study used descriptive qualitative as a research method to describe and
analyze the use of color hunting game in teaching spoken descriptive text. The writer
acted as a passive participant observer. The sources to get the data were the English
teacher and the students of VIIA of SMP N 2 Demak.
After analyzing the data, the writer concluded that there are some
problems encountered by the students in learning spoken descriptive text using color
hunting game. They are as follows: (1) The students had difficulties in arranging
sentences because they were still lack of vocabularies. (2) The students had difficulties
in pronouncing some words and sometimes make mistakes. (3) The students felt
doubt in conveying their sentences because they were lack of self confidence. (4)
The students sometimes can not understand the teacher’s instruction during the
teaching and learning process.
From this final project, the writer hopes that the reader could get some
information, advantages, knowledge about the use of media especially color
hunting game in teaching spoken descriptive text.
Keywords: Teaching speaking, spoken descriptive text, color hunting game.
ix

10. TABLE OF CONTENTS
TITLE ................................................................................................................
i
DECLARATION ...............................................................................................
ii
APPROVAL ....................................................................................................... iii
RATIFICATION ................................................................................................
iv
DEDICATION ...................................................................................................
v
MOTTO .............................................................................................................
vi
ACKNOWLEDGEMENTS ............................................................................... vii
ABSTRACT .......................................................................................................
ix
TABLE OF CONTENTS .................................................................................... x
LIST OF APPENDICES .................................................................................... xiii
CHAPTER I.
INTRODUCTION
A. Background of the Study ..................................................
1
B. Reasons for Choosing the Topic .......................................
3
C. Statements of the Problem ................................................
4
D. Objectives of the Study .....................................................
4
E. Significances of the Study ................................................
5
F. Definition of the Key Terms .............................................
6
x

11. G. Outline of the Study ..........................................................
7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Teaching English in Junior High School ..........................
9
B. Teaching Speaking ............................................................ 11
1. Definition of Speaking ................................................. 11
2. Types of Classroom Speaking Performances ............... 15
3. Problems in Speaking English ...................................... 18
4. The Roles of the Teacher in Speaking Class ................ 21
C. Game as an Alternative Technique in Teaching Speaking 22
D. Spoken Descriptive Text ................................................... 27
E. The Use of Color Hunting Game in Teaching Spoken
Descriptive Text ................................................................ 29
1. Definition of the Color Hunting Game ....................... 29
2. The rules of the Color Hunting Game ......................... 30
3. The Application of the Color Hunting Game in Teaching
Spoken Descriptive Text ............................................. 30
CHAPTER III. METHODOLOGY OF THE STUDY
A. The Approach of the Study ............................................... 32
B. Role of the writer .............................................................. 34
C. Object of the Study ........................................................... 34
D. Sources of the Data ............................................................ 34
xi

12. E. Technique of Data Collection ............................................ 36
1. Methods of Collecting Data .......................................... 36
2. Procedures of Collecting the Data ................................ 38
F. Instruments of the Study ................................................... 38
G. Technique of Data Analysis .............................................. 38
H. Triangulation ..................................................................... 39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ............................................................. 43 1.
The Implementation of Teaching Spoken Descriptive
Text using Color Hunting Game .................................. 44 2.
The Problems Encountered by the Students in Learning
Spoken Descriptive Text using Color Hunting Game .. 48 3.
The Possible Solutions to Solve the Problems Encountered
by the Students in Learning Spoken Descriptive Text
using Color Hunting Game .......................................... 49
B. Discussion ......................................................................... 51
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ....................................................................... 54
B. Suggestions ....................................................................... 56
BIBLIOGRAPHY
APPENDICES
xii

13. LIST OF APPENDICES
Appendix 1: List of VIIA students of SMP N 2 Demak
Appendix 2: Observation sheet for observing the teacher and the students
Appendix 3: Observation sheet for observing the teaching and learning process
Appendix 4: List of interview
Appendix 5: The result of the questionnaire
xiii

14. CHAPTER I
INTRODUCTION
This chapter consists of background of the study, reasons for choosing the
topic, statements of the problem, objectives of the study, significances of the
study, definition of the key terms and outline of the study.
A. Background of the Study
English as an international language is used by many countries all over
the world. It is used to communicate with each other in present or future. It
proves that English plays a major role in international communication such as
in conference and congress. That is why English should be mastered by
everyone around the world.
People learn English for many purposes. For instance, learning English
will help you to communicate with relatives, in-laws or friends who speak a
different language, the majority of the electronically stored information around
the world is in English so we need to learn it, you can travel to any English
speaking country without the need of having a translator. To reach these
purposes, they have to move into target-language community and they need to
be able to communicate successfully within that community. Those are why
people have to get more success in their foreign language learning.
Teachers have the primary influence to create successful language
learning, because language learning mostly happens in the classroom. In the

15. 2
process of teaching, the teacher should create good learning situation, so the
students will be stimulated to learn. It is then, an absolute requirement for
teachers to have the variety of experiences in method.
English consists of four language skills. The four skills such as
listening, speaking, writing and reading must be taught in Junior High School.
The teacher should know the good method that must be used in each skill.
Speaking is assumed as the most important skill to be acquired by the students.
But, most of them say that it is hard to speak English. We know that for
Indonesian students, English is not their mother tongue. The fact that we will
interact with the other countries causes English is very important to be
acquired. Of course, we have to learn English in order to have good
relationship in all sectors, as business, friendship, school, etc.
Teaching speaking is not as easy as we imagine. Most of the students
say that it is hard to speak English since they are afraid to make mistakes. The
others say that learning speaking is getting bored because they do not like with
the teacher’s method in teaching speaking. The teachers should have an
alternative way to teach speaking so that the students will not get bored.
It is not difficult to realize that playing was once our own "natural way
of learning" as well. So, teachers should not look at games as just child's play,
but rather as a tool that can (and should) be used for teaching English learners
at all ages. Firstien describes games as a way to have fun dealing with
grammar as a change of pace (2002 : 526). However we would suggest that

16. 3
there is more to it than that. Games can be a safe opportunity to practice
without fear of ridicule. Due to the competitive nature of many games, they
can provide a great sense of accomplishment for many students and their
teammates as they watch their progression. Game is assumed as helpful media
to make language learning becomes positive and exciting experience, which
will be important and motivating to the students.
Due to the mentioned reasons above, the writer is going to analyze the
teaching poken descriptive text using the color hunting game. By using game,
the writer hopes that the students will not get bored easily in teaching and
learning process. In this final project, the writer analyzes the use of color
hunting game in teaching speaking spoken descriptive text to the seventh
grade tudents of SMP N 2 Demak in cademic year 2012/2013.
B. Reasons for Choosing the Topic
There are some reasons that make the writer chooses this title as the
topic. They are as follow:
1.
There are many kinds of Genres that are taught in Junior High School.
The writer chooses descriptive text because it is taught in the seventh
grade students and it becomes one of the criterions of the assessment.
2.
Spoken cycle is rarely used to teach descriptive text. The teacher often
teaches descriptive text in written cycle, so the writer observes the
teaching and learning process in spoken cycle.

17. 4
3.
There are many techniques in teaching
peaking, especially
poken
descriptive text. In this study, the writer observes the use of an alternative
teaching in teaching speaking spoken descriptive text using color hunting
game.
C. Statements of the Problem
The statements of the problem can be stated as follows:
1. How does the teacher implement the teaching of spoken descriptive text
using color hunting game to the seventh grade students of SMP N 2
Demak in Academic Year 2012/2013?
2. What are the problems encountered by the students in learning spoken
descriptive text using color hunting game?
3. What are the possible solutions to solve the problems encountered by the
students in learning spoken descriptive text using color hunting game?
D. Objectives of the Study
Based on the statements of the problem, so the objectives of the study are
as follows:
1.
o describe the implementation of using color hunting game in teaching
spoken descriptive text to the seventh grade students of SMP N 2 Demak
in Academic Year 2012/2013.
2.
o find out the problems encountered by the students in learning spoken
descriptive text using color hunting game.

18. 5
3.
o find out the possible solutions to solve the problems encountered by
the students in learning spoken descriptive text using color hunting game.
E. Significances of the Study
There are some significances of this final project. Those are as follows:
1.
For the teacher
The writer hopes that the result of this study will be useful for
English teachers to enrich their strategy in teaching spoken descriptive
text using olor hunting game.
2.
For the students
a.
The students can improve their speaking ability through color
hunting game.
b.
The students are able to get more understanding about descriptive
text.
3.
For the reader
a.
By reading the result of this study, the readers can enlarge their
knowledge about one of the alternative techniques in teaching
spoken descriptive text.
b.
By reading the result of this study, the readers can enlarge their
knowledge about the difficulties in teaching speaking and how to
solve it.

19. 6
F. Definition of the Key Terms
In order to avoid the misunderstanding and misinterpreting for the
reader, the writer gives the definition of the terms in this final project. They
are as follows:
1.
Teaching speaking
Teaching speaking is offering courses in technical subjects with
making practice of speaking fluently or conversing (with another or each
other). In teaching speaking, we should make the students to be more
active. Leading them to share or convey their feeling and their thought
orally. Like Scott Thornbury suggests in Harmer that the teaching of
speaking depends on their being a classroom culture of speaking, and that
classrooms need to become talking classroom. In other words, students
will be much more confident speakers (and their speaking will improve)
if this kind of speaking activation is a regular feature of lessons (2007:
12). So, in teaching speaking we should let the students to speak up their
mind in order to make them become confident speakers.
2.
Spoken descriptive text
According to Siahaan and Shinoda, descriptive text is a text to
describe a particular person, place or thing (2008: 89). There are two
cycles in teaching descriptive text; they are written and spoken cycles. In
this thesis, the writer chooses spoken cycle. It means that descriptive text
is taught orally and directly.

20. 7
3.
Color hunting game
Color Hunting Game is a game for hunting things that have
certain color, and then the students should describe about where they find
the things and how the things are. As stated by Claire Maria Ford that it
is suitable for all ages and ability levels. It is a good idea to pair a less
fluent speaker with a more fluent one (n.d: 6-7).
4.
The seventh grade students of SMP N 2 Demak
The seventh grade students of SMP N 2 Demak is the object of
this study.
G. Outline of the Study
Chapter I: Introduction. This chapter consists of background of the
study, reasons for choosing the topic, statements of the problem, objectives of
the study, significances of the study, definition of the key terms, and outline
of the study.
Chapter II: Review of related literature. This chapter consists of
teaching English in Junior High School, teaching speaking, game as an
alternative technique in teaching speaking, spoken descriptive text, the use of
color hunting game in teaching spoken descriptive text.
Chapter III: Methodology of the study. It consists of the approach of
the study, the role of the writer, the object of the study, the sources of the
data, technique of data collection, Instruments of the study, technique of data
analysis, and triangulation.

21. 8
Chapter IV: Research Findings and Discussion. The writer describes
about the result of the study.
Chapter V: Conclusions and Suggestions. The writer draws the
conclusion of the study and offers some suggestions.

22. CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents review of related literature as a theoretical
foundation. The discussion includes teaching English in Junior High School,
teaching speaking, game as an alternative technique in teaching speaking, spoken
descriptive text, the use of color hunting game in teaching spoken descriptive text.
A. Teaching English in Junior High School
Language is an instrument to send and understand the idea, mind,
opinion and feeling in oral or write. Language is the first foreign language in
Indonesia that considered important to absorb and develop the science of
technology, art of culture and create the relation with other countries in the
world.
Teaching English as a foreign language in Junior High School has a
purpose to help the students to master English properly and fluently. But, it
seems does not work very well. It can be seen from the students who still can
not speak and write English correctly, although they have studied English for
several years.
Based on the concept and function of English as stated in the
curriculum, there are four of language skills that are taught in Junior High
School, they are: listening, speaking, reading, and writing. As an English
learner, we have to learn four skills if we want to master English. We do not

23. 10
have to use these skills at the same time altogether. It depends on the form of
language that we faced.
Mulyasa states that curriculum is an educational component
referenced by each educational unit either by the manager or organizer,
especially by teachers and headmaster (2007:4). Curriculum which is used in
Junior High School is KTSP (Education Unit Level Curriculum). It forces the
students to be more active in class. In this curriculum, genre approach is used
to engage the students in recognizing and analyzing the types of text.
KTSP places teachers as facilitators and mediators who helps students'
learning process goes well. The main attention on students learning is not on
discipline or the teacher, but the students’ participation. Afieq (2010) states
that there are three functions of facilitators or mediators. They are as follows:
1. to provide learning experiences that enable students are responsible to
make design and process.
2. to provide activities that stimulate students' curiosity and help them to
express ideas, to provide the means that stimulating students to think
productively, provide opportunities and experiences of conflict.
3. monitor, evaluate, and indicate whether the student thought the road or
not. Teachers show and question whether students apply knowledge to
deal with new problems. Teachers help students evaluate hypotheses and
conclusions.

24. 11
From the explanation above, we can conclude that teachers have a
duty as facilitators and mediators based on KTSP. Facilitators and mediators
also have functions, such as providing learning experiences, providing
activities, monitoring, evaluating, and indicating whether the students thought
the road or not.
B. Teaching Speaking
1. Definition of Speaking
Fulcher states that speaking is the verbal use of language to
communicate with others (2003: 23). The purposes for which we
communicate with others are so large. The outward manifestation of
speech found is sounded wave. Its meaning lies in the structure and
meaning of all language whether this is written or spoken. In conveying
our feeling or thought, we use language. It is different to convey our
feeling through written and spoken. In written, we can write what we think
but in spoken we should say what we are thinking directly.
Brown states that speaking is a productive skill that can be directly
and empirically observed (2004: 140). We can observe the speaking skill
everytime and everywhere we are speaking to others. Each person use
different form of words to speak. It is based on the skill and their creativity
to produce language. As Brown says thay most speaking is the product of
creative construction of linguistic strings, the speaker makes choices of
lexicon, structure, and discourse (2004: 140).

25. 12
Speaking foreign language is a complex matter. Everyone who
wants to speak a second language must learn the vocabularies and the
grammar of that language. They also should master about their sounds and
how to pronounce them well. If the learners are fluent in their speaking, it
will be easier to speak correctly. Because they will automatically say what
they want to say without think too long.
Students often think that the ability to speak a language is the
product of language learning, but speaking is also a crucial part of
language learning process. Harmer states that it is important for teachers to
correct mistakes made during speaking activities in a different way from
the mistakes made during a study exercise (2001: 94). The teacher has
important roles in the success of teaching learning process. The teacher
should help the students so that the students can speak well.
According to Harmer (2007:12), there are three main reasons for
getting students to speak in the classroom. Those are as follows:
1. Speaking activities provide rehearsal opportunities-chances to practice
real life in the safety of the classroom.
2. Speaking task in which students try to use any or all of the language
they know provide feedback for both teacher and students. Everyone
can see how well they are doing, both how successful they are, and
also what language problems they are experiencing.
3. The more students have the opportunities to activate the various
elements of language they have stored in their brains, the more

26. 13
automatic their use of these elements become. As a result, students
gradually become autonomous language users. This means that they
will be able to see words and phrases fluently without very much
conscious thought.
In teaching speaking, we should realize that it is not as simple as
other skills. We do not only convey our feeling or thought through
speaking, but also consider about the words or phrases that we say. We
also should know and understand about the elements of speaking.
Jeremy Harmer (2003:269-271) states that the ability to speak
English presupposes the necessary elements for spoken production are as
follows:
a. Language features
The elements necessary for spoken production are the followings:
1) Connected Speech
In connected speech sounds are modified (assimilation),
omitted (elision), added (linking
), or weakened (through
contractions and stress patterning). It is for reason that we
should involve students in activities designed specifically to
improve their connected speech.
2) Expressive Devices
Native speakers of English change the pitch and stress of
particular parts of utterances, vary volume and speed, and show
by other physical and non-verbal (paralinguistic) means how

27. 14
they are feeling (especially in face-to-face-interaction). The use
of these devices contributes to the ability to convey meanings.
3) Lexis and Grammar
Spontaneous speech is marked by the use of a number of
common lexical phrases, especially in the performance of
certain language functions. Teachers should therefore supply a
variety of phrases for different functions such as agreeing or
disagreeing, expressing surprise, shock, or approval.
4) Negotiation Language
Effective speaking benefits from the negotiator language
we use to seek clarification and to show the structure of what
we are saying. We often need to ask for clarification when we
are listening to someone else talk. It is very crucial for students.
b. Mental/Social Processing
Success of speaker’s productivity is dependent upon the rapid
processing skills that talking necessitates. Those processes are the
followings:
1) Language processing
Language processing involves the retrieval of words and
phrases from memory and their assembly into syntactically and
propositionally appropriate sequences.

28. 15
2) Interacting with others
Most speaking involves interaction with one or more
participants. This means that effective speaking also involves a
good deal of listening, and understanding of how the other
participants are feeling, and a knowledge of how linguistically
to take turns or allow others to do so.
3) (On-the-spot) Information Processing
Quite apart from our response to others’ feelings, we also
need to be able to process the information they tell us the
moment we get it.
2. Types of Classroom Speaking Performance
In classroom speaking performance, we should consider which
type that we will use in each class. The characteristic and the ability of the
students in each class is different from one to another.
There are six types of classroom speaking performance based on
Brown (2001: 271-274). They are as follows:
a. Imitative
Imitation is carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of
language form. (e.g., learners practicing an intonation pattern a
certain vowel sound.)

29. 16
b. Intensive
Intensive speaking goes one step beyond imitative to include any
speaking
performance
phonological
or
that
is
designed
grammatical
to
aspect
practice
of
some
language.
Intensive speaking can be self-initiated, or it can even form part of
some pair work activity, where learners are “going over” certain
forms of language.
c. Responsive
A good deal of students speech in the classroom is responsive:
short replies to teacher- or student-initiated questions or comments.
d. Transactional(dialogue)
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is and extended form of
responsive language.
e. Interpersonal(dialogue)
It carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information.
f. Extensive(monologue)
Students at intermediate to advanced levels are called on to five
extended monologues in the form of oral reports, summaries, or
perhaps short speeches, Here the register is more formal and
deliberative. These monologues can be planned or impromptu.

30. 17
The six types of classroom speaking performance have their own
advantage. It is based on how the teachers teach the students. Teachers
should understand about their students’ character. Davies and Pearse state,
Like Listening Ability, Speaking ability should partly be
natural result of using English as the main means of
communication in the Classroom. But Speaking will
probably develop more slowly than Listening. You can
help learners understand what you say in English by
simplifying your speech and using gesture or mime. You
can not so easily get them to express themselves in
English, but, when they do, always show you are
pleased even if what they say is far from perfect (2004: 82).
There is other opinion about classroom speaking. Scott Thornbury
in Harmer suggests that the teaching of Speaking depends on their being
classroom culture of speaking, and that classrooms need to become
‘Talking Classroom’. In other words, students will be much more confident
speakers (and their speaking will improve) if this kind of speaking
activation is a regular features as lesson (2007:12).
In classroom speaking, teachers should consider about the ability
of the students before they choose the type of classroom speaking
performance. The classroom culture of speaking also influence the
speaking ability of the students. The point is, in classroom speaking, the
students should be more active to speak up. Because if they are active to
speak up, automatically the ability of their speaking will increase.

31. 18
3. Problems in Speaking English
In learning English as a second language, it is not easy to speak
English fluently. The students usually only use some words that familiar
with them. They also have limited words to say. It is caused by some
reasons that are faced by each person.
According to Paul Davies and Eric Pearse (2004: 82), speaking
comes naturally to humans, but it is not as simple as it seems. For a start:
a. Many people do not like speaking in front of large groups of
people. This is especially true in a foreign language because we
may worry about producing utterances with many errors or
oddities in them.
b. Recognizable pronunciation is necessary for speech to be
intelligible. It is sometimes hard to understand people with a
strong regional accent in our own language and it is hard to
interpret a non-native speaker’s.
c. Like listening, speaking takes place in ‘real time’ and speakers
do not usually have time to construct their utterances carefully.
In conversation, the commonest kind of speaking, we have to
do many things altogether. Understand what the other person is
saying, say what we want to when we get the chance to speak,
be prepared for unexpected changes of topic, and think of
something to say when there is a long pause.

32. 19
Actually, to speak English the speakers do not need to be worry.
Just say what the speakers want to say, do not think about the mistakes.
They just need to be brave to speak up. They also should have selfconfidence to speak in front of the large people.
The teachers also should know about the characteristic of spoken
language that can make oral performance easy as well as, in some cases,
difficult. The followings are some characteristics of spoken language
according to Brown (2001: 270-271):
a. Clustering
Fluent speech is phrasal, not word by word. Learners can
organize their output both cognitively and physically through
such clustering.
b. Redundancy
The speaker has an opportunity to make meaning clearer
through the redundancy of language. Learners can capitalize on
this feature of spoken language.
c. Reduced form
Contractions, elisions, reduced vowels, etc. All form special
problems in teaching spoken English. Students who do not
learn colloquial contractions can sometimes develop a stilted,
bookish quality of speaking that in turn stigmatizes them.

33. 20
d. Performance variable
One of the advantages of spoken language is that the process of
thinking as learners speak allows them to manifest a certain
number of performance hesitations, pauses, backtracking, and
corrections. Learners can actually be taught how to pause and
hesitate.
e. Colloquial language
Make sure the students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and that they
get practice in producing these forms.
f. Rate of delivery
Another salient characteristic of fluency is rate of delivery. One
of teachers tasks in teaching spoken English is to help learners
achieve an acceptable speed along with other attributes of
fluency.
g. Stress, rhythm, and intonation
This
is
the
most
important
characteristic
of
English
pronunciation. The stress-timed rhythm of spoken English and
its intonation patterns convey important messages.
h. Interaction
Learning to produce waves of language in a vacuum-without
interlocutors-would rob speaking skill of its richest component;
the creativity of conversational negotiation.

34. 21
4. The Roles of the Teacher in Speaking Class
The success of teaching learning process also based on the
teachers. Teachers should manage the class so that the teaching and
learning process can run well. Teachers need to play a number of different
roles during the speaking activities in order to try to get students to speak
fluently.
There are three kinds of roles of the teacher in speaking class based
on Harmer (2003: 275-276). They are as follows:
a. Prompter
Students sometimes get lost, can not think of what to say
next, or in some other way lose the fluency the teachers expect of
them. Teacher can leave them to struggle out of such situation on
their own, and indeed sometimes this may be the best option.
However, teacher may be able to help them and the activity to
progress by offering discrete suggestions. If this can be done
supportively without disrupting the discussion, or forcing students
out of the role-it will stop the sense of frustration that some
students feel when they come to a ‘dead end’ of language or ideas.
b. Participant
Teachers should be good animators when asking students to
produce language. Sometimes this can be achieved by setting up an
activity clearly and with enthusiasm. At other times, however,
teachers may want to participate in discussions or role-play

35. 22
themselves. That way they can prompt covertly, introduce new
information to help the activity along, ensure continuing students
engagement, and generally maintain a creative atmosphere.
However, in such circumstances they have to be careful that they
do not participate too much, thus dominating the speaking and
drawing all the attention to them.
c. Feedback Provider
When the students in the middle of a speaking activity,
over-correction may inhibit them and take the communicativeness
out of the activity. On the other hand, helpful and gentle correction
may get students out of difficult and misunderstanding and
hesitations. Everything depends upon our tact and the appropriacy
of the feedback we give in particular situations.
The teachers should assess what the students have done and
give correction in their opinion. They will respond to the students’
work as well as the language used.
C. Game As an Alternative Technique in Teaching Speaking
If we hear a word game, usually we will think about something that
makes us fun and also interesting. It is also identical with children. Children
who usually play games to have fun. Actually, game is not only for children.
It can be used by all ages. It depends on the purpose of playing the game.
There are some definitions of game based on the experts.

36. 23
According to Wright, Betteridge, and Buckby, game means an activity
which is entertaining and engaging, often challenging, and an activity in
which the learners play and usually interact with others (2006: 1).
Firstien describes that games as a way to have fun dealing with
grammar as a change of pace (2002: 526). Games can be a safe opportunity to
practice without fear of ridicule. Due to the competitive nature of many
games, they can provide a great sense of accomplishment for many students
and their teammates as they watch their progression. Martin in Brewest, Ellis,
and Girard argues that games is any activity which gives young learners the
opportunity to practice the foreign language in a relaxed an enjoyable way
(2003: 172).
In teaching and learning process, the teachers should choose
appropriate method to teach so that it would not make the children are getting
bored. They also can use game in teaching and learning process. As the writer
has explained above that game is a way to have fun, the children will be fun
to play game in teaching and learning process.
There are some reasons why the teachers should use games in
teaching and learning process as Wright, Betteridge, and Buckby (2006:2)
state. They are as follow:
a. Language learning is hard work
One must make an effort to understand, to repeat
accurately, to adapt and to use newly understood language in

37. 24
conversation and in written composition. Effort is required at every
moment and must be maintained over a long period of time. Games
help and encourage many learners to sustain their interest and
work.
b. Experiencing Language
Games also help the teacher to create contexts in which the
language is useful and meaningful. The learners want to take part
and in order to do so must understand what others are saying or
have written, and they must speak or write in order to express their
own point of view or give information. Games provide one way of
helping the learners to experience language rather than merely
study it.
c. Repeated Use of Language Items
Many games cause as much use of particular language items
as more conventional drill exercises, some games do not. What
matters, however, is the quality of the practice. The contribution of
drill exercises lies in the concentration on a language form and its
frequent occurrence and use of a particular language form. By
making language and conveying information and opinion, games
provide the key features of drill with the add opportunity to sense
the working of language as living communication. Games involve
the emotions, and the meaning of the language is thus more vividly

38. 25
experienced. It is, for this reason, probably better absorbed than
learning based on mechanical drills.
d. Central to Learning
If it is accepted that games can provide intense and
meaningful practice of language, then they must be regarded as
central to a teacher's repertoire.
Those are the reasons why the teachers should use games in teaching
and learning process. Apparently, using games is very important for the
students. Teachers can give different atmosphere from the daily lesson. As a
teacher, we also should choose appropriate games that have relation with the
materials based on curriculum.
There are many kinds of games which can be used in teaching and
learning process. Many variations of game can make the students will not be
bored with the daily lesson. Brewest, Ellis, and Girard (2003: 175-176)
categorize games as the followings:
a. Accuracy - Focused Games
The aim of this game is to practice new language items and
develop accuracy, often using chunks of language which are
memorized through constant repetition in the form of hidden or
disguised language drills.

39. 26
b. Fluency – Focused Games
This game focus on developing fluency and collaboration
with others. These games are usually done in pairs or group.
c. Competition Games
It can be organized in teams, groups, pairs, or individual
but they always have a winner who maybe the one who has
collected the most of something, and who has gained the highest
points, and so on. Competitive games tend to be, but are not always
language control games.
d. Cooperation Games
In here, the students have to work together by describing,
explaining, clarifying, checking, agreeing and disagreeing, an so
on.
The use of game in teaching and learning process gives many
advantages for students. In teaching speaking, the teachers focus on students’
speaking especially their fluency rather than grammar practice. The important
thing is the students speak up their mind, and never be worried about their
grammar.
Lee Su Kim states that there is a common perception that all learning
should be serious and solemn in nature and that if one is having fun and there
is hilarity and laughter, then it is not really learning. This is a misconception.
It is possible to learn a language as well as enjoy oneself at the same time.
One of the best ways of doing this is through games (1995: 35).

40. 27
To explore the students’ ability without make them bored, we use
games to make the situation of teaching and learning process more fun.
Wright, Betteridge, and Buckby state that some games give the learners
considerable support in the language needed for the game (2006: 24).
As stated by Lee Su Kim (1995:35), there are many advantages of
using games in the classroom. They are as follows:
a. Games are a welcome break from the usual routine of the language class.
b. They are motivating and challenging.
c. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
d. Games provide language practice in the various skills- speaking, writing,
listening and reading.
e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.
D. Spoken Descriptive Text
In the curriculum of Junior High School, genres/text types are one of
the materials that must be taught to the students. The definition of genre itself
as stated by Hyland is a term for grouping texts together, representing how
writers typically use language to respond to recurring situation (2004: 4). The
teaching of genre is very important because it becomes a part of the
requirements to graduate. As Ann Johns (2002: 3) signifies in Hyland (2004:

41. 28
5) that genre is one of the most important and influential concepts in language
education.
Basically, there are twelve kinds of genre. But, in this final project the
writer discusses about descriptive text. There are two cycles to teach genre,
they are in written and spoken cycles. According to Harmer, in the same way,
we can describe different types of writing-in different contexts and for
different purposes-as different written genres, and we can look at typical
speaking genres too (2003: 27).
In this study, the writer uses one of the spoken genres, that is spoken
descriptive text. Basically, the teaching of genres using written or spoken
cycle is same. The difference is only on the way of conveying the point.
Siahaan and Shinoda state that description is a written English text in
which the writers describe an object (2008: 89). According to Hyland, the
social purpose of descriptive text is to give an account of imagined or factual
events (2004: 29). Hyland also states that the stages of description are
Identification to defines, classifies, or generalizes about a phenomenon and
Aspect to describes attributes of each category of the phenomenon (2004: 33)
There is also an explanation about descriptive text, according to
Siahaan and Shinoda (2008: 89). They are as follows:
1. Text Function
The text function or usually called social purpose of descriptive text
is to describe a particular person, place, or thing.

42. 29
2. Generic Structures/Text structures
Descriptive text contains of two components:
a. Identification: Identifies phenomenon to be described
b. Description: Describes parts, qualities, characteristics
3. Language Features/Dominant Grammatical Aspects
a. Focus on specific participants
b. Use of simple present tense
c. Use of attributive and identifying process
From the explanation above the writer concludes that descriptive text
is a text that has a purpose to describe a particular person, place, or thing.
This text must be followed the generic structures such as identification and
description.
In Junior High School, the teaching of genres should use written and
spoken cycle. But, we usually find that written cycle is more often used than
spoken cycle. In this final project, the writer analyzes about the teaching of
descriptive text in spoken cycle.
E. The Use of Color Hunting Game in Teaching Spoken Descriptive Text
1. Definition of the Color Hunting Game
Color Hunting Game is a game for hunting things that have certain
color, and then the students should describe about where they find the
things and how the things are. As stated by Claire Maria Ford that it is

43. 30
suitable for all ages and ability levels. It is a good idea to pair a less
fluent speaker with a more fluent one (n.d: 6-7).
2. The rules of the Color Hunting Game
In playing color hunting game, there are some rules that should be
noticed. They are as follows:
a. Divide the students into 6 groups (each group consist of 5-6 persons)
b. Give each group the worksheet of the color hunting game and ask
them to write down the name of the objects of each color that they
discover. If possible, allow them to move around the room or even
the school building in their search.
c. Give the students a limited time about 15-20 minutes. Then, ask them
to present their result by describing where they found each items,
how each items is look like. (each member should present in turn).
d. The group who got the most thing becomes winner.
3. The Application of the Color Hunting Game in Teaching Spoken
Descriptive Text
Color hunting is a simple game about the hunting of some things
that have certain colors. This game helps the students to create
description about the things around them. To do this game, the students
should be divided into some groups. Each group consists of 5-6 persons.
The teacher gives a paper that there are some colors printed out in the
paper to each group. Each group has a job to look for the things as many
as possible that appropriate with the colors in the paper and write them