ABSTRACT Mustakim Sagita, 2013. Improving Students’ Speaking Skill Through Games, A Classroom Action Research at Madrasah Tsanawiyah Beureunuen. Thesis, Graduate English Education of Program in Language Education Syiah Kuala University Banda Aceh. Advisors: (1) Dr. Usman Kasem , M. Ed. (2) Abdul Gani Asyik, M.A, Ph.D Key words : Improving, Speaking Skill and Games The first year students of MTsN Beureunuen, Pidie seem to be generally directed not to deal with speaking skills yet before, during, and after teaching learning process. It was felt that there was something that kept the students from having speaking class, such as the ability of students to carry out games in the speaking class. As expected in school’s curriculum that the students in grade 1 just have been able to perform speaking for the basic English class. The researcher has encountered some problems concerning students’ proficiency level in speaking, such as English proficiency level, teachers’ teaching method, and students’ speaking abilities. This study is intended to upgrade the quality of teaching speaking English to first year students of MTSN Beureunuen that on some aspect recently was out of care, and this study focused on the implementation of game technique to improve the first students’ of MTSN Beureunuen speaking skill. This study is Classroom Action Research (CAR) with a collaborative design. The procedure of the research consists of five major steps, i.e. planning, acting, observing, reflecting, and evaluating of teaching learning process. The data were obtained from 24 students who participated in the two cycles and three meetings of each cycle for the six main procedures of game, processed in the form of percentage. The procedure of the application of games in speaking class are as the followings : deciding material for playing, selecting situation and creating dialogue text, teaching the dialogue, practicing the dialogue, modifying situation and dialogue, and presenting the game by using text in front of the class. The result of the research shows that the implementation of guessing games in teaching learning speaking had positive improvement on the students’ participation in learning speaking and the teachers’ performance in teaching speaking skill. It can be shown by the result of observation checklist from the researcher activity that the percentage of the researchers’ performance in the first cycle was 60.42% or in the middle criterion. In the second cycle, the researcher’ performance was 79.17% or in the good criterion. It means that the researcher could increase his teaching quality by implementing of guessing games in his speaking class. Furthermore, the guessing games could improve the students’ speaking activity especially in comprehending the pronunciation. It can be shown by the result of the students’ average score in previous test was 58.58. The improvement was obtained at the end of the first cycle, it show from the result of the first test was 63.25, and increased 4.67 from the result of previous test. The good improvement was visible in the second cycle. The students’ average scores in the second test of the second cycle was 65.83, it increased 2.58 from the result of the first test in the first cycle, and also 7.25 from the result of previous test in cycle 1. In addition, the percentage of the students’ participation in the teaching learning process increases gradually. This is proved by the result of students’ observation sheet noted that the percentage of the students’ participation in the first cycle was 56.67% or in the middle criterion. The great improvement of the students’ participation was indicated in the second cycle that was 77.78% or in the good criterion. It means that the implementation of guessing games in the process of teaching speaking had successfully improved the students’ participation in the class. And also, based on the result of questionnaire given, the researcher concluded that the students had positive responses toward the implementation of games in learning pronunciation skill at speaking class. It was proved by overall mean score (3.23) of five factors measured including studying happily, becoming motivated in studying, becoming helpful in finishing task, becoming encouraged in asking question, and becoming competitive with friends. Thus, it could be said that students’ responses toward the implementation of games in teaching learning speaking process at their class had reached the success indicator that was 2.5-3.2 on the agree criterion. Thus, based on the findings, it is suggested that other researcher and teacher who have problems in their teaching speaking should try to implement this technique of learning. Besides, it might help to overcome the problems encountered by teachers as well as students particularly in improving the speaking ability for them.