to make mistakes without fear of embarrassment. This will contribute to their self- confidence as speakers and to their motivation to learn more.
d. Simulation
“Simulation is a technique in which props and documents provide a somewhat realistic environment for language practice” Nunan, 2003: 57. The
students use the given props and documents to practice speaking as if they have a conversation in a real situation. Simulation is often done as a practice before the
real activity happens. Simulations are more elaborate than role-plays.
e. Contact Assignments
“This technique involves sending the students out of the classroom with a stated purpose to talk to people in the target language” Nunan, 2003: 58. In
designing a contact assignment, the teacher must be sure that the required information cannot be gotten by reading available written information. This
technique can be done in a form of interviewing foreigners who become the information source.
f. Language Games
“Students are put into a situation in which they have to use all or any of the language they possess to complete a game-like task” Harmer, 1991: 126.
Language games are used frequently in speaking class, because it is enjoyable. The students tend to perform well, even they are encouraged to perform because
usually a teacher gives a reward for them. Games also add interest to what students might not find very interesting. Sustaining interest can mean sustaining
effort. There are many language games which can be used in teaching speaking such as card games, cross word and picture games. Meanwhile, in this research
the researcher only implemented card-game technique to increase the students’ speaking fluency level.
1 Card Game
In this research, card game became an appropriate technique to increase the second grade students of SMA Negeri 1 Maos. Jacobs undated as cited in
“Using Games in Language Teaching” www.georgejacobs.netMIArticles Games20forLanguage20teaching.doc states that basically, card game is a
guessing game, in which one person thinks of a famous person, place, or thing. While, the other participants can ask YesNo questions to find clues in order to
guess who or what the person is thinking of. In this research, the researcher implemented another style of card game, in which one student weak student
stood in front of the class and gave the description of someone’s appearance. While, the others guessed the person whose name was written on the card.
By implementing card game technique which provides communicative activities, the researcher could overcome the problems which occurred during the
lesson and also could give many chances for the students to practice speaking in order to increase their speaking fluency level. Card game also built students’
communicative competence and made the learning easier and more enjoyable. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 Puzzle
In puzzle game, the students are told they are going to work in pairs. In each pair student A is given the following pictures and told not to show them to
student B. student B, on the other hand, is given the same pictures, but cut up so they are not in any order. It is now student B’s job to arrange the pictures in the
same order as student A’s.
3 Picture Game Find the Differences or Similarities
Students are put into pairs. In each pair student A is given a picture and student B is given a picture which is similar, but different in some vital respects.
They are told that they must not look at each other’s material but that they must find out a certain number of differences or similarities between the two pictures
through discussion only.
6. Teaching Speaking Based on the
