Students' perceptions on Ular-Naga traditional game for teaching speaking: Case study at 7th grade in MTS Ar Raudloh Cileunyi Bandung

Speaking is one of the four language skills to be acquired by second language learners. By acquiring speaking skills, students can sharpen their speaking skills, and increase their self-confidence. Learning English using games is more effective for students because with games students can improve students' ability to remember information, increase student motivation, involvement, confidence, and self-esteem as well as reduce academic-related anxiety and help students apply learning, especially speaking. This study aims to determine students' perceptions on the use of “Ular-Naga” Traditional Game in teaching speaking. When trying to find out whether using the “Ular-Naga” game can help the development of students' speaking skills, the “Ular-Naga” game becomes one of the speaking learning techniques to encourage students to develop their speaking. This qualitative case study was conducted in Semester 2 class 7 D Mts.-Ar Raudloh. Data obtained from observations, and interviews. These techniques are used to answer the first research question and the second research question. To get information from the sample, observations were made during English lessons third meetings. The first and second meeting was held to retrieve data based on observations, namely seeing the process of playing “Ular-Naga” in learning speaking. The third meeting was conducted to take interview data, namely students' perceptions of playing “Ular-Naga” in learning speaking. The results found several problems related to the factors that caused them to feel anxious every time they were asked to introduce themselves. When given the "Ular-Naga" game, they give positive and negative perceptions. 60% of students feel that using the "Ular-Naga" game makes it easier to understand when learning, because they feel more relaxed and not stressed. While 40% of other students feel the use of the "Ular-Naga" game in speaking learning is less effective because some students cannot follow it well so when learning becomes less conducive. This study came to the conclusion that the game “Ular-Naga” on teaching speaking students is active in learning situations. “Ular-Naga” games can teach students how to achieve interpersonal relationships. The following present study, limit the data collecting technique with observations and interviews. Thus, it would be better to next research conduct other instruments to better complete the data