Implications CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

2. To the English teacher The teaching and learning process should be learner-centered. The teacher should give more chances for students to speak up. The use of English has to be maximized, since the only chance for students to speak English is in the classroom. The English teacher should create meaningful learning situation in which students can communicate with their friends as if they communicate in a real life situation. Therefore, they can use English not only to complete tasks, but also to communicate. The activities that the teacher conducts should be fun, various, interesting, and challenging. The English teacher can conduct communicative games. Moreover, to make communicative games run well, the English teacher is also suggested to conduct pronunciation drills, conduct vocabulary practices, use classroom English, give handouts, give rewards, display pictures and videos, and improve classroom management like the researcher did when doing this research. As the result, students will not get bored and the speaking activities are fruitful. 3. To other researchers Other researchers who want to conduct research on the same field are suggested to implement fun and challenging communicative games. The level of difficulties of the games should be considered and fitted with the students’ level. Other researchers are suggested to consider time management as well. It is necessary to manage time since implementing communicative games needs more time to divide students into some groups or pairs, explain the rules of the game, and play the games. Students often get confused about the rules, so teachers need to re-explain them. 129 REFERENCES All Games Have These Four Characters. : This is an Excerpt from Students-Designed Games by Peter Hastie. Accessed from http:www.humankinetics.comexcerptsexcerptswhat-characteristics- define-a-game. Brewster and Ellis. 2004. The Primary English Teacher’s Guide. Brown, H. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. White Plains, NY: Addison-Wesley. Brown, H. 2007. Principles of Language Teaching and Learning Fifth Edition. White Plains, NY: Pearson Longman. Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Burns, A. 2010. Doing Action Research in English Language Teaching: a Guide for Practitioners. New York: Routledge. Cambridge Advanced Learner’s Dictionary 3 rd Ed. 2008. Cambridge: Cambridge University Press. Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Caroline, T. 2003. Practical English Language Teaching Young Learners. New York: Mc. Graw-Hill. Chen, I-Jung. 2005. Using Games to Promote Communicative Skills in Language Learning. The Internet TESL. Vol. 11, No. 2, February. Accessed from http:iteslj.org. Harmer, J. 2001. The Practice of English Language Teaching. London: Longman. Kayi, H. 2006. Teaching Speaking: Activities to Promote in Second Language. TSL Journal. Vol. 12. Accessed from: http:itslj.org.articlekayiteaching.htm. Klippel, F. 1984. Keep Talking: Communicative Fluency Activities for Language Teaching. Cambridge: Cambridge University Press. Larsen, D. Freeman. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.