CUP STACKING GAMES: THE CONTRIBUTION IN IMPROVING STUDENTS SPEAKING ABILITY

Cup stacking games allows the equal opportunities to each student to speak up during the classroom. Thus, the present study is to improve the students' speaking ability in by utilizing Cup stacking games. This study applied classroom action research which was conducted in four stages; planning, action, observation, and reflection. A total of 22 students in eleventh grade of SMAN 6 Luwu is the subject of speaking tests and observation.. The results of data analysis showed a significant improvement in students' speaking abilities until the second cycle. speaking test in cycle 2, there are 80 % of students reach 3.1-4.0 score categorized as good. In addition, the observation of cycle 2 showed that there are 75% of students got good criteria in class participation. Both of these criteria indicated that utilizing the cup stacking games can boost the students' speaking ability.


Introduction
Speaking skill is considered an important skill to be accomplished by all English learner. It can be improved from various sources such as reading books, listening to music, increasing vocabulary, and the willingness to continue learning. In today's modern era we find many things related to the English language. (Seong, 2018) say that speaking skills can be categorized as good speaking skills when the listener can understand the words produced by the speaker. (Hussain, 2017) argued the advantages that can be achieved when mastering the speaking skill such as improve general communication, be able to be public speaker and enhance the value in academic and career f ields. For example, to talk to business partners who are abroad and the media almost use English in it. To reach communicative goals, varying based activities can be applied in learning activities (Shirkhani, Meigouni, Effat, Alsadat, 2020) and use the method which is stimulating the student to study in comfort situation (Niyazova & Niyazova, 2021).
The preliminary observation in SMAN 6 Luwu showed that the students who studied English are passive, lacked interaction between students and teachers, also students and students. The learning activities did not motivate the students to speak. The teacher only provided material in the book and asked the student to read and did the assignment in the book. As the result, the process of learning English is ineffective because the process of learning is monotonous. It can be a big problem if the learning activity does not modify or change. The teachers need to find a method to improve the students speaking ability. The students must increase their speaking practice if they want to develop English and can communicate well. To improve communication by using English, students need a method that can force them to speak. The situation of the class must give them an effective situation to practice their speaking skill.
Related to the speaking problem, the researcher offers a "cup stacking" game to improve students' speaking ability in English. The stacking game cup is a kind of game by using a cup that can be used to improve students' speaking skills. In playing the games, cups are arranged in pyramids or the tower. The students will be divided into two groups to play it. Then, the cup gives a picture in the form of a profession or activity. The clue is written on a roll of paper that the students must answer or guess successfully. When successfully answered, the cup will be arranged into a tower. For the group that loses, the tower will be torn down.
The cup stacking game can improve speaking skills because of three points. The first is that students will feel happier because they are playing games. Second, it gives them the opportunities for all students to speak. The last, it encourages students' enthusiasm in learning English because they want to be the winner in playing the game. Therefore, this researcher is interested to conduct this research to improve the students speaking ability by using cup stacking games in SMAN 6 Luwu.

Method
The research was conducted by using Classroom Action Research (CAR) by implementing Kemmis and Taggart model. The subjects of this research are students of SMA 6 Luwu which was taken from class XI IPA 1 consisted of 20 students. The subject was taken by using purposive sampling. The research was conducted from January 5 th to April 30 th 2022. One cycle is conducted in sixth meetings. The observation and speaking test are used as the instrument of this research. The observation was conducted by using the observation sheet. It was carried out during the implementation of cup stacking games to determine the activities and abilities of students so that researchers know what actions should be taken. The observation sheet used to note all the activities during the action given. On the other hand, the researcher gave the speaking test by asking the student to describe a topic given. The topics given are the things around, profession, and animals when playing the cup stacking games.

The procedure of collecting data
The procedure of collecting data was followed (Kemmis, 2006) which is divided into 4 steps: planning, acting, observing, and reflecting as followed:  a. Planning: The researcher develop the lesson plan and make the instrument of cups stacking games. b. Acting: The researcher introduces the cups stacking game and teaching materials. The cup stacking games can be played by following those procedures: (1) Provide several cups that have been pasted with pictures or guessing words; (2) Provide a small roll of paper containing the guessing pictures or words; (3) Divided the student into two groups and each group make a line; (4) The student in the first line of each group take the roll of paper and then the describe the word or picture chosen to their group by giving the clue (5) The student on the second line in each group compete to guess the word or picture in the paper roll; (6) If the word or picture guessed, the group will take the cup containing the guessing word or picture and set it one by one become a tower cup; (7) The group which can build the higher tower is the winner. c. Observing : During the learning process the researcher observes the situation of the teaching and learning process and sees how the participation and evaluation of students during these three meetings. d. Reflection: The researcher collected the results obtained in the observation to analyze.
The classroom action research is successful if (1) From the speaking test, there are 75% of students reach 3.1-4.0 score (good) as the minimum standard score; (2) From the observation, there are 75% of students have good criteria ( score :4 ) in class participation.
To analyze the students speaking skill, it will be assessed in three aspects of speaking skill; accuracy, fluency and comprehensibility. The following classification of used to determine the students ability level:

Result and Discussion
The data finding in the speaking test was the accumulation of accuracy, fluency, and comprehensibility is presented in the following chart: Chart 1 displays the accuracy, fluency, and comprehensibility as the speaking assessment in cycle 1 and 2. Then, it is accumulated into the mean-score of the speaking test. Of three speaking aspect, the highest improvement is in comprehensibility (4.6) while the lowest is the accuracy (4.0). However, all aspect is improved significantly. It can be seen in the mean score of cycle 1 (3.06 ) raise up to 4.2 in cycle 2. It can be referred that the using of cup stacking games give a contribution to stimulate the students' speaking ability.  Table 1.2 shows the frequency and percentage of student scores from observation in cycle 1. It shows that only 20% was categorized as good, 20% as enough and 60% which categorized as poor. It is indicated that less than 75% of students have good criteria (score :4) in class participation. It means that the success indicator is failed to achieve.
Based on these results, the mean score in cycle 1 is 3,06 which is included in the fair category. It clearly shows the use of cup stacking games give less improvement in students' speaking ability. In addition, the results of observations showed that the category of student responses in learning activities with cup stacking games was "enough". The observation shows that When implementing the games, some students still seemed less focused and less interested because they were still unfamiliar with the game. Also the students who were less active in the class due to lack of vocabulary and did not have enough ideas on the topics given.
As the reflection, the researcher concluded that the implementation of cups stacking game in cycle I failed to achieve the indicator of success. It was continued to cycle 2 by changing the learning strategy. The weaknesses in cycle 1 were evaluated to find out the better treatment for applying in cycle 2. The researcher re-evaluated the strategy that would be used. In cycle II the researcher clarified the instructions for the cup stacking game rules. After that, the researcher re-checked the students' understanding of whether they had understood the rules of the game given. To attract the student's attention, the teacher drilled the vocabularies related to the topic and used the PowerPoint as the visual aid.  Table 1.3 is the result of speaking test in cycle II. It clearly seen that there was 25% student categorized as very good, 55% which as good and only 20% which categorized as fair. It is indicated that more than 75% % of students have good criteria ( score :4 ) in speaking ability. If there are 75% of students reach 3.1-4.0 score (good) it means that the treatment given is succeed. The observation result in table 1.4 indicated that there is an improvement in students' speaking ability in cycle 2. There was 75% which categorized as good and very good, and only 25% left categorized as enough and poor.. Also, when observing students were more confident to talk. The students were encouraged to talk because they wanted to immediately build the taller cup tower to be the winner. It forced them to listen to every piece of information when their friends describing the things to guess the answer. Based on the results, it could be inferred that there is a significant improvement over the previous cycle.

Dicussion
The results of research that have been carried out in two cycles show that cup stacking games can be used in learning speaking in class XI IPA SMAN 6 Luwu. The implementation of cycle 1 and cycle 2 are different in how to explain the role of the game and how to explain the material. In cycle 1 the researcher only explained how to play the game and then asked the students to play it. This makes students confused about how to play the game correctly. However, in cycle 2 the researcher allowed students to ask questions if there was an unclear explanation about the role of the game. In addition, in cycle 1 the researcher only explained the material without considering students' knowledge of the material being studied. However, in cycle 2 the researcher explained the material based on the student's situation or based on everyday life. The changing of learning strategies by clarifying game instructions, checking students' understanding give a positive result in cycle 2.
The results of data analysis showed a significant improvement in students' speaking abilities until the second cycle. It is indicated by two criteria of success; (1) In speaking test of cycle 2, there are 80 % of students reach 3.1-4.0 score (good) as the minimum standard score ; (2) The result of observation in cycle 2 showed that there are 75% of students have good criteria ( score :4 ) in class participation. To guess the word or picture in the cups, the students must actively participate in class. This is in line with (Shirkhani, Meigouni, Effat, Alsadat, 2020) that student should take part in oral activities to exchange spontaneously their thought in second language speaking. The cups stacking games give an equal opportunities for each student to speak so that there are no students who dominate in speaking class. (Hartina, 2020)stated that allowing the students speak actively with whatever English knowledge they have will encourage the students' self-confident and enhance their skills step by step.
The principle to improve speaking skills is that speaking should incorporate activities in group work (AL-Garni & Almuhammadi, 2019). Cups stacking games which played in groups encourage each student to participate in it. The chance to build the taller cup tower will activate the groups to compete to be the winner. In line with (Murgia, Marianne, 2002) opined that students who participate in class activities influence other students to take part to negotiate. Students will be surprised at their abilities and intelligence and it force them to speak. .By using this techniques, teachers give students' experiences that differ them from everyday communication in general (Rao, 2019) The use of cups stacking games is not only enhance the students' speaking performance but also build fun activities in the classroom. The strength by using this game are: (1) it keeps the students' attention, (2) it gives the same chance for each students to speak, (3) The class atmosphere is fun (4) Students are more active in speaking than teachers. It is very suitable to apply in speaking class because the students are interesting to learn through the games.

Conclusion
The results of data analysis showed a significant improvement in students' speaking abilities until the second cycle. It is indicated by two criteria of success; (1)In speaking test of cycle 2, there are 80 % of students reach 3.1-4.0 score (good) as the minimum standard score ; (2) The result of observation in cycle 2 showed that there are 75% of students have good criteria ( score :4 ) in class participation. It means that the cups stacking game is very appropriate to in improving students' abilities because each student has an equal opportunity to speak, increases confidence to speak, the class atmosphere is fun and students are more active in speaking than teachers.