Guessing games in teaching speaking

Cambridge: Cambridge University Press. Language Teaching, 35 April , Torky, S. E-Jurnal Bahasantodea, 1 1 , 84— This work is licensed under a Creative Commons Attribution 4. User Username Password Remember me. Journal Help. Notifications View Subscribe. Abstract Speaking skill is a priority in learning English. Full Text: PDF. References Amato, R. Speaking of writing and writing of speaking. Edinburgh: Pearson Education. Brown, , p. Intensive It is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships such as prosodic elements — intonation, stress, rhythm, juncture.

The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best. Examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion; limited picturecued tasks including simple sequences; and translation up to the simple sentence level.

Intensive can be self-initiated or pair work activity. Responsive Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

The stimulus is almost always a spoken prompt in order to preserve authenticity , with perhaps only one or two followup questions or retorts. Transactional dialogue It carried out for the purpose of conveying or exchanging specific information. It is an extended form of responsive language. Such conversation could readily be part of group work activity as well, such as information-gathering interviews, role plays, or debates.

Interpersonal dialogue The conversation carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. These conversations are a little trickier, because it includes some factors; a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm, and covert agenda, such as personal interviews or casual conversation role plays.

Extensive monologue Extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listeners is either highly limited perhaps to nonverbal responses or ruled out altogether.

Language style is frequently more deliberative planning is involved and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie. Those types are based on the syllabus of the first grade junior high school.

Mega, , p. Use techniques that cover the spectrum of learner needs, focus on accuracy and fluency. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.

Provide intrinsically motivating techniques. It is help to make them realize that the activity will benefit them. Encourage the use of authentic language in meaningful contexts. The learning context must be meaningful towards the students and also basic knowledge of students so that students can talk or write about their own life experiences and their personal opinions. Provide appropriate feedback and correction. Giving feedback and corrective are important in teaching speaking in which it needs a fluency and accuracy.

Students should know whether or not they speak correctly and grammatically. In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback.

Capitalize on the natural link between speaking and listening. Receptive and productive will always exist in the process of speaking. These two skills cannot be separated if it is used to achieve the process of communication. In teaching speaking, teacher should include listening aspect.

Give students opportunities to initiate oral communication. The competency of oral communication is turn-taking in speaking.

A good deal of typical classroom interaction is characterized by teacher initiation of language. Teacher gives students chance to start the conversation by asking questions, control the conversation, giving opinions, and even change the subject; it is best practiced within small groups or in pairs.

When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum. Encourage the development of speaking strategies. Use different strategies to support the students in speaking class.

Create more speaking strategies to accomplish the purposes of oral communications. The concept of strategic competence is one that few beginning language students are aware of.

Excuse me? Brown p. Meaning must come first Students can learn the materials especially for spoken language if they can accept the meaning of the foreign language. Hence teacher must create the appropriate environment for using and learning of the language.

Children will acquire the language easily when they build the interaction both their teacher and a classmate. Cameron, , p.

The familiarity of the words in teaching language would be handled by the students in the condition when children usually do the interaction with their family, friends or children.

Webster, in Jubaedah, , p. However, their must important function is to give practice in communication. It says that guessing games give students do not feel bored during learning process. Nevertheless, the most important thing is to give the students in practicing their English. They also add that: Guessing games can be painless to develop or reinforce any number concepts. Richard-Amato, , p. Silver —, p.

It creates a relaxed atmosphere in the classroom. Then using guessing game can encourage the students to communicate in English because the game are combination between language and practice with fun and excitement. Pre-teaching Activities In the first activities, the teacher greets the students and checks the students' attendance. The standard deviation of experimental group was 2. Although the scores for experiment group was higher than control group, it was not guarantee significance of the result.

Therefore, the writer continued to find out the t — test score,it was5. Then, after getting the score of t -test, it was compared by t-table test in order to know whether it was positive effect or not.

In this case, the t-table using as degree freedom df. Well, the writer took theconfedence level of Lastly, the writer found what was called confedence level of students in using the guessing game in teaching speaking was2. Based on what was the writer found in this research, that was the result of counting process by using t -test was higher than t-table. It means that the research is siginificant according to t-table consultation. Because the writer having two hypothesis in the previous chapter, so both of hypothesis has to be clarified.

Well, the writer concluded that alternative hypothesis Ha is accepted and null hypothesis is rejected. Finally, the use of guessing game has positive effect in teaching speaking.

After doingthe analysis of the data, the writer found that the mean score of experimental group was higher than the control group but it did not guarantee the significance result. But the result above did not guarantee the signifance, therefore the t- test was used to find out it. The value of t-test was 5. It was measured from the t-table and the critical value was 2. Based on the data found above, the writer compared between t-test and t-table values.

The result showed that t-test was higher than t-table , it means that Guessing Game was effective in teaching speaking. The next writer can use the Guessing Game for teaching another skill of English, such as: vocabulary, because, in learning process of guessing game students can find many words to be guessed.

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You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Background of the Study Speaking skill is one of the important and essential skillsthat must be practised to communicate orally Hughes, The Significance of the Study The significant of the study was divided in to two parts.

Theoretical of Significant Theoretically the research hopefully could give theoretical information concerning to the role of language games in stimulating students motivation and interesting in increasing their speaking ability. Teacher The result of this study gave more experience and motivation as input which could be expended into various strategies in teaching and learning process. Students The result of this study is expected to make the students have higher motivation in expressing and communicating their English in speaking and students may have good skill in speaking if students always practice in their daily activities.

The Definition of Key Terms The are some technical terms used in this study that might create misunderstanding and misinterpreseption. The term used are folows: Speaking skill Speaking skill is an important part of the curriculum in language teaching, and this makes them an important object of assessment as well.

Guessing game According to Alex Case, guessing game is a game in which the object is to guess some kinds of information, such as : a word, a phrase, a title, and the location object.

How to Teach Speaking The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. The Styles of speaking An important dimension of conversation is using a style of speaking that is appropriate to the particular circumstances.

Different styles of speaking reflect the roles, age, sex, and status of participants in interactions and also reflect the expression of politeness Different speech styles reflect perceptions of the social roles of the participants in a speech event. Functions of speaking Numerous attempts have been made to classify the functions of speaking in human interaction. Talk as transaction Talk as transaction refers to situations where the focus is on what is said or done.

Talk as performance The third type of talk that can effectively be distinguished has been called talk as performance. Similarly, it is often evaluated according to its effectiveness or impact on the listener, something that is unlikely to happen with talk as interaction or transaction Implications for teaching Three core issues need to be addressed in planning speaking activities for an English class.

Teaching talk as interaction Talk as interaction is perhaps the most difficult skill to teach since interactional talk is a very complex and subtle phenomenon that takes place under the control of unspoken rules. Teaching talk as transaction Talk as transaction is more easily planned since current communicative materials are a rich resource of group activities, information-gap activities, and role plays that can provide a source for practicing how to use talk for sharing and obtaining information, as well as for carrying out real-world transactions.

Teaching talk as performance Teaching talk as performance requires a different teaching strategy. Evaluating performance on speaking activities The third issue involved in planning speaking activities is determining the expected level of performance on a speaking task and the criteria that will be used to assess student performance.

Assessing Speaking According to Hughes, there are three ways general formats are presented in testing speaking: interview, interaction with fellow candidates, respon to audio- or video- recorded stimuli. Interview Perhaps the most common format for the testing of oral interaction is the interview. Interaction with fellow candidates An adventure of having candidates interacting with each other is that it should elicit language that is appropriate to exchanges between equals, which may well be called for in the rest specifications.

Responses to audio-or video- recordings Uniformity of elicitation procedures can be achieved through presenting all candidates with the same computer generated or audio-video recorded stimuli to which the candidates themselves respond into a microphone. Game What we can get from games? In a similar extent, there are several advantages of using games in the classroom which can be summarized as follows : games are motivating an challenging; learning a language requires a great deal of effort; games help students to make and sustain the effort of learning; games provide language practice in the various skills speaking, writing, listening and reading ; games encourage students of interact and communicate; games create a meaningful context for language use; speaking games bring real world context in to the classroom, and increase students use of English in a flexible, meaningful and communicate way; games usually involve friendly competition and they keep students interested in learning the language; and games can help students to learn and hang on to new words more easily.

Guessing Game According to Case, guessing game is a game in which the object is to guess some kinds of information, such as: a word, a phrase, a title, and the location object. There are some kinds of guessing game : a. Steps of guessing game: Divide the whole class into group and the number of students in each group is defend the condition of the students in the class, Each group has to come to in front of the class.

Each student in the group receives the topic that they take randomly and the students have to hold the topic that they get, and may not show the topic to their friend. So the students have to describe the topic with their own words. And others student in each group has to try to guess what their friend says.

This activity continues after all students get the part to describe the material. Which group that finishes this game quickly is the winner of this game. The Hypothesis As an alternative answer of the research questions, the writer formulates the following Hypothesis such as: the null Hypothesis Ho.

Population and Sample Population A population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects Dowdy, Class 1. E Gender M F M F M F M F M F Students 12 13 13 13 13 12 12 11 12 11 Total 23 26 25 23 23 Students Sample Sample is a smaller number of observations taken from the total number making up a given population Sprinthall, 28 and Cohen stated that when the population is large and widely dispersed, gathering a simple random sample poses administrative problems.

Research Instrument The instrument was used in this study was a test which consisted of speaking test. Table 1 : Band scale for speaking score according to Brown Constant errors showing control of very few major patterns and frequently preventing communication.

Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that cause misunderstanding. Few errors, with no patterns of failure.

Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas. Choice of words sometime inaccurate, limitation of vocabulary prevent discussion of some common professional and social topic. Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non technical subject with some circumlocutious.

Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. The sample was the students of class VIII-1 which consisted of 31 students. The researcher used simple random sampling to choose the sample.

She conducted pre-test, treatment, and post-test to collect data. Based on the analysis of data, it was found that the mean score of pre-test was The gain score was It is clear that the alternative hypothesis H a is accepted. According to the findings, it can be concluded that Guessing Games is an effective strategy in teaching speaking to students, especially students at junior high school level. Full Text: PDF. References Amato, R. Ersoz, A. The internet TESL journal.

Hybel, D. Understanding Speaking Interaction.