INTEGRATING THE SNAKE AND LADDER GAME IN SPEAKING INSTRUCTION FOR THE ELEVENTH-GRADE STUDENTS OF SMAN 1 PAPAR KEDIRI: ACADEMIC YEAR 2025-2026

Arfila, Jauharoh Nafisah Mutsla (2026) INTEGRATING THE SNAKE AND LADDER GAME IN SPEAKING INSTRUCTION FOR THE ELEVENTH-GRADE STUDENTS OF SMAN 1 PAPAR KEDIRI: ACADEMIC YEAR 2025-2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study is based on the classroom reality that the eleventh-grade students at SMAN 1 Papar showed limited involvement in speaking activities, including hesitancy to speak in front of peers, difficulty communicating with classmates, and difficulty elaborating ideas spontaneously. Speaking is one of the most important skills in English language learning, yet students often lack confidence and opportunities to practice orally in the classroom. The use of conventional teaching methods tends to be less interactive, resulting in low student participation during speaking activities. These conditions indicated the need for a more engaging and communicative instructional medium. The purpose of this study was to describe how the Snake and Ladder Game is integrated into English speaking instruction for eleventh-grade students at SMAN 1 Papar Kediri in the academic year 2025-2026, and to describe how students are involved during its implementation. This study employed a qualitative approach with a descriptive design. Data were collected through field notes, teaching documentation, and speaking assessment using a scoring rubric. The findings indicate that the Snake and Ladder Game was integrated through a structured learning sequence encompassing preparation, implementation, and assessment stages. The game board was modified with Analytical Exposition-based speaking challenge cards and organized in a one-versus-one competition format, in which two groups took turns rolling the dice and moving their tokens on a shared board. In terms of student involvement, the findings show positive changes across behavioral, emotional, and social dimensions. The classroom atmosphere became more dynamic and communicative, peer interaction emerged naturally within the group-based format, and students showed greater willingness to speak. However, students' speaking orientation remained predominantly directed toward the teacher rather than toward peers. The results of this study confirm that the Snake and Ladder Game can be meaningfully integrated as a speaking instructional medium in EFL classrooms at the senior high school level. It is suggested that English teachers align the game content directly with the learning objectives and curriculum competencies to maximize its pedagogical effectiveness. Future researchers are encouraged to extend the implementation across a longer instructional period and explore strategies to develop more peer-directed oral interaction during game-based speaking activities.

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