Students are put into pairs. In each pair Students A is given a picture which is similar, but the different in some vital respect. They are told
that they must not look at each other’s material but that they must find out a certain number of differences between the two pictures through
discussion only. b.
Describe and arrange 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. on the other hand, student B is given the same pictures but cut up so
they are not in any order. Consequently, Student B must arrange the pictures in the same order as students A’s.
c. Story reconstruction
Students are given different parts of a picture story. They have to reconstruct the whole narrative even though individually they have
seen only a small part of it. This is done because each member of group has seen a different picture; by talking about their pictures
together the narrative emerges. d.
Poem reconstruction The same principle of reconstruction can be applied to simple poems.
Students have to reassemble lines which they are given. The activity mixes reading, listening and discussion.
C. Teaching Speaking Through Communication Games
With the introduction of communicative language teaching, English language teaching and learning has become much more demanding for
teachers and learners just like any other innovation poses challenges for its users. In teaching learning speaking process, the teacher should have a variety
and fit techniques to convey the materials of the speaking subject in order to create the communicative activities. In this case, the writer use communication
games to teach speaking. Those are very useful for the students to encourage their motivation to speak English, make them enjoy and fun in teaching
learning activities. It also can reduce the boredom and make the classroom come alive. As Harmer said that “Games are a vital part of a teacher’s
equipment, not only for the language practice they provide, but also for the therapeutic effect they have.”
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The use of games in learning environment will not only change the dynamic of the class, but it will also rejuvenate students and help the brain to
learn more effectively. The more exciting and interactive a teacher can make the learning environment, the more a teacher tries to introduce games and
activities. The more a teacher changes shapes and manipulates both the language and the environment, the better the circumstances.
In associating communication game in speaking activities, the first the teacher must do is preparing the material then determining game that suitable
with the topic including the goal, linguistic function, vocabulary selection, and group work to engage student communicative, competitive and cooperative.
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Jeremy Harmer, The Practice of English Language Teaching; New Edition, New York: Longman, 1991, p. 101.
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CHAPTER III RESEARCH METHODOLOGY
This chapter elaborates the method of the research that describes research design, research setting and subject, and research procedure. In
addition, the research procedures cover the preliminary study, planning the action, implementing the action, observing the action and reflecting on the
result of the action, including data, data resources, instrument and technique of data collection.
A. Research Design
This research employed a Classroom Action Research. This research was done by the teacher or practitioner in the classroom. It was aimed to
reveal students’ difficulties in enhancing their speaking skill and to give the solutions to problems occurring by applying some games to solve students’
problem in speaking. According to Geoffrey E. Mills, Action Research is any systematic
inquiry conducted by teacher researcher, principals, school counselor, or other stakeholders in the teaching learning environment to gather information about
how their particular school operate, how they teach, and how well their students learn.
1
1
Geoffrey E.Mills, Action Research, A Guide for the Teacher Researcher. New Jersey: Merril Prentice Hall, 2003, p. 5.
