D. Teaching Speaking to Young Learners by Using Guessing Games
Klippel argues that the basic rule of guessing game is eminently simple, one person knows something that another wants to find out Klippel, 1994. While,
Wright and Buck say, “Essentially, in guessing and speculating games, someone knows something and the others must find out what it is” Wright and Buck, 1990.
In addition, according to Meri am Webster, “Guessing game is game in which the
participants compete individually or team in the identification of something indicated obscurely as in riddles or charades Meriam Webster, 1986. Based on the
definitions above, it can be concluded that guessing game is a game in which a person knows something and the others who do not know competes individually, pairs or in
a team to find out. According to Lee, there are a number of guessing games that can be applied in
various levels of learners as follows: 1.
Guess what is it? Is it …? 2.
Guess who am I? What is my name? 3.
Guess what is there in my bag today? 4.
Guess where is it? Lee, 1994. Playing guessing game is one of the techniques that can be applied to develop
speaking skill effectively. This assumption is supported by many experts. According to Richard
– Amato, “Guessing game can be used to develop or reinforce concept, to add diversion to regular activities, or just to break the ice. However, the most
important function is to give practice in communicatio n.” Richard – Amato, 1988.
They also add that guessing games can be painless to develop or reinforce any number concepts. “Guessing what I am“ or “Guessing who I am” for example, can be
used to teach about animals, profession and people in different age groups baby, child, teenager, young adult, elderly person Richard
– Amato, 1988. From the statements above, we can conclude that by giving some concepts of guessing game
like “Guessing what I am” and “Guessing who I am”, the teacher can teach many kinds of topics such as profession, animals, transportation etc.
Besides, another advantage of guessing game concept is giving more chance to formulate question and its answer. Lee says, ”Among them are a number of guessing
games which can be applied at various age levels in general, the challenge to guess arouses considerable interest and encourages the learners to communicate…” Lee,
1994. In addition, Klippel argues, “Guessing are true communication situation and such are very important for foreign languag
e practice with fun and excitement.” Klippel, 1994.
Based on the theories above, it is clear that guessing games are liked by students. It arouses considerable interest and encourages the learners to communicate
because it is the combination between language practice and fun and excitement.
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CHAPTER III DISCUSSION
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