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language in the form of interactional and monolog especially in the descriptive and recount.
b. Main Competence In learning speaking competence, the students are expected o be
able do the main competences which included: express the meaning in the dialogue transactional and interpersonal spoken text to interact with
surrounding especially in the descriptive and recount competence in learning speaking
c. Indicators There are some indicators to show the students’ competence in
learning speaking. Firstly, the students are expected to be able to do the activities dealing with transactional dialog, such as: asking, giving, refused
something, accepting, refusing fact, and giving opinion. Secondly, the students are expected to be able to express dealing with transactional
dialog, such as: inviting, accepting, and refusing something, praising and congratulating.
C. The Concept of Card Game 1 Review on Card Games
Games are best set up by demonstration rather than by lengthy explanation. The teacher should explain briefly what the game involves, hand out the
photocopied cards, giving the students a little while to study them, and then demonstrate the game with one of the students in front of the class Hadfield,
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1990: vi. It will be found that the idea of the game is probably easier for students to grasp from seeing the cards than from a verbal explanation, and that as they
become more familiar with the idea of games and technique used, any initial problems caused by unfamiliarity will quickly disappear.
For the language classroom, a dash of luck in a game can make it more exiting and give the less able students a chance to catch up with their fellows for once, but
a game that depends too much on luck and too little on use of language will waste students’ time. The ideal combination is a game in which students have to react,
by using language, to some challenge which may be decided by the lack of drawing a card or throwing a die.
Where more complicated card games are played in small groups, it is suggested that teachers hand out a photocopied together with the cards
Haldfield, 1990: vii. It means that kind of card game can be used in language learning in small group. But card games not only can be played in small group,
but also can be played in a whole class or individual. Playing card games with small group has benefits for the teacher and the students. For the teacher playing
games with small group makes her easy to control the class and to the students playing games in groups can make them more active in teaching learning process
because if they have problems their friend in their group can help them.
2 Reasons to use Card Games
The use of card games in teaching speaking is very useful. Visual prompts like small word or picture cards not only are attractive but also influence turn-taking in
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a game. Cards, of course, also give students something to talk about. The most important thing to decide is how big the cards should be Rixon, 1981: 101. They
should be convenient to hold but large enough for the words or pictures on them to be seen by several people at one time if necessary.
Cards that belong to the same pack should if possible be the same color to indicate that they belong together, and they should have an identification mark on
the back to indicate which game they belong to. The aim is often to get students talking to one another rather than always addressing their remarks to the teacher
or having him mediate what they say to another. The other reason for using card games is simply that they are immensely
enjoyable for both teacher and students. For the students card game can make students happy and fun in the class. It can make students express their idea based
on the card. With card the teacher also can produce variety of game which can make students active in speaking class. For the teacher by using card games the
teacher can handle the class, because she can know the ability of the students one by one.
3 Kinds of Card Games
Card games haves many activities which can be used to improve students’ speaking. According to Rixon 1981: 19 a race to find someone or something
within the class is another device that gets students to use language. Kinds of game which can be used to make an activity by using card are described by Rixon.
They are as follows:
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a. Find your partner It is a game that can be adapted to practice many different language
points. The basic idea is that each player must look for a partner who has got an identical word or picture to his own. The players may not look at
each other’s cards but must find out who their partners are by talking to one another.
b. Which one is it In this game, about 12 pictures differing in a few details are put up
in front of the class. Each picture can be identified by a name or a number. The challenger describes one of the pictures without pointing to it.
Eg. “the women with the big nose”. Players compete to see who can identify the picture referred to.
c. What’s the word This game was particularly easy to organize because, as part of
their hand writing improvement work, the girls had already made sets of vocabulary cards, which were used as materials for the game.
In this game the players have a pack of 10 cards between them. Each card has one word written on it. Each player in turn picks up a card
and looks at the word but does not let the player see it. He asks a question or gives a definition or example which will give the other player a clue to
the word. If the word is guessed correctly the card is taken by the successful player. If a player fails to guess it the card is replaced at the
bottom of the pack to be tried again later.
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d. Ship or Sheep In this game the caller says one of a pair of words distinguished by
only one sound, e.g. “ship” or “sheep” “bin” or “pin”. Players indicate which word they think he said, one point for each correct answer. There
should be visual cues so that this can be easily done. Two pictures or cards with the two words should be shown as the caller says the word. Players
could point to the card they think is correct, or else make a signal to show which sound they think they heard, e.g. Hands on heads for ί , hands on
desk for І . The other kinds of card games which can be used in teaching learning process
are described by Hadfield 1997: xiii-xxi. There are as follows: a. Good news, bad news
In this game the cards should be dealt out equally to all players in the group. The first player should produce a ‘good news’ GN card and
lay it on the table, describing what happened, beginning the good news is….. For example: The good news is, I decided to ask her to marry me.
The other players should try to find the corresponding ‘bad news’ BN picture. The player who has the picture should lay it on the table,
describing the bad news, for example: The bad news is, She refused. b. Guess what I’ve been doing
This game may be played in groups. Copy and cut up one set of cards for ach group. Place them face down in the middle of the group. The
first player takes one card, but must not show it to the rest of the group.
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Heshe should imagine they are the person depicted on the card and describe their appearance to the rest of the group, for example: I’m crying.
The rest of the group must guess what activity the first player has been engaged in, for example: You’ve been quarreling, you’ve been watching a
sad film, and you’ve been peeling onions. The player who guesses correctly is allowed to keep the card.
c. Detective work This game may be played in groups of three or four, and give each
group one set of cards. Ask them to shuffle them and place them face down in the middle of the group. Give them a problem like an accident or
robbery. For example: A murder was committed last night. An old lady was found dead in her living room. She had been hit on the head with a
frying pan. One of the principle suspects is Annie Hudson, the district nurse, who has the key to the old lady’s house, and who lives ten minutes’
walk away. The cards contain details of Annie’s movements that evening. The
students should read them together, and try to work out if she could have committed the murder or not. Since the cards have been shuffled, the
events will be in a muddled order. Students should turn up one card at a time from the pile, and discuss the probable sequence of events together.
d. Archaeologists This game can be played in groups of three or four. Copy and cut up one
set or picture cards for each group. Give out the cards and ask each group to
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lay them face down in a pile in the middle of the table. Ask the students to imagine they are archaeologists in the year 5000 and the pile of pictures
represent object they have dug up. The objects are no longer used, so they may not know what they are.
The first archaeologist should turn up the first card and look at it, without showing it to the others. Heshe should describe its appearance in detail to the
others, without mentioning the name, and tell them what is probably used for according to the description on the card. The other archaeologist should, if
they recognize the object from the description, say what, in their learned opinions, it was used for. The player who states the correct use may keep the
card and take the next turn. If no one guesses correctly, the first player may keep the card.
In this research the researcher use card games “which one is it”. This game can be played in teams and it can make the researcher control the class easily.
In this game the researcher give the students picture card to be described in front of the class and the other students in same group try to guess kinds of
animal that their friend describe. If their friend in the same group can’t answer the question the other group can answer it. In the end of the lesson the group
who get more card than the other group is the winner.
4 How to Play games
We know that each game suggest which from of the class organizations, is appropriate. Grouping pair work and group work are very important if each
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learner is to have suffient oral practice in the use of language. Wright 1997: 5 said that there are many ways to play games, namely:
a. Pair work This is fast and easy to organize; it provides opportunities for intensive
listening and speaking practice. Pair work is better than group work if there are discipline problems. Indeed, for all the reasons we often prefer to organize
games in pair or general class work. b. Group work
Some games require four or six players, in these cases group work is essential. Membership of groups should be constant for he shake of goodwill
and efficiency. Many teachers consider it advisable to have a group leader. However, there is much be said for encouraging not active learner by giving
the responsibility to him or her. The leader’s role is to ensure that game or activity is properly organized and to intermediate between learners and
teachers.
D. Rational
