Using Communicative Games in Improving Students' Speaking Skills

Autor/inn/en	Dewi, Ratna Sari; Kultsum, Ummi; Armadi, Ari
Titel	Using Communicative Games in Improving Students' Speaking Skills
Quelle	In: English Language Teaching, 10 (2017) 1, S.63-71 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Communication Skills; Speech Skills; Educational Games; Junior High School Students; Foreign Countries; Action Research; Planning; Observation; Reflection; English Teachers; Language Teachers; English (Second Language); Interviews; Questionnaires; Tests; Scores; Pretests Posttests; Program Effectiveness; Indonesia (Jakarta) + Suchen Sie Ihr Suchwort? Kommunikationsstil; Mündliche Leistung; Sprachfertigkeit; Educational game; Lernspiel; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Projektforschung; Ablaufplanung; Planungsprozess; Beobachtung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Fragebogen; Examination; Prüfung; Examen
Abstract	The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score's pretest reached of 60.42 to 69.02 and post test's score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students' enthusiasm and motivation. Clearly, it gives positive improvement on students' active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01