Type of Guessing Game

in a foreign language will be devoted to listening. ” 29 It shows that listening is a crucial skill which cannot be underestimated and reinforcing listening is a must. In class, the way to reinforce students listening skill has problems not only the technique but also students itself. The meaning of reinforce itself is “to make something stronger. ” 30 It means reinforcing makes students strengthen their skill, especially in listening skill. The problem of teaching listening has founded, the technique in listening class is conventional teaching technique. The students only listen carefully to the teacher, then answer the questions. This activity does repeatedly and makes the learning process become boring and not interesting. For overcoming the problem, the teacher should be creative in developing the varied techniques to catch students attention and to make them desire to learn. Guessing game can be one of attractive ways for reinforcing students listening skill. Vicki L. Cohen and John Edwin Cowen mention that “listening games can provide a fun way for students to focus on their listening skills and learn a number of strategies. ” 31 While Patria A and Richard Amato state “Guessing games can be a painless way to reinforce any number of concepts.” 32 Guessing game can be used to reinforce listening because offers much of fun in the attractive way. This game not only helps students to learn the subject of material happily but also to boost their motivation thus they can learn more. In this study, the writer teaches the subject material, vocabularies, and structure which relating to the game to make the game runs well. For making the game lively, the writer uses media such as audio recording, video, picture, and power point to support the game. The technique of playing guessing game is effective because guessing game has a magnet for young learner to make them directly active to use their target language and helps sharpen the memory with identifying something. The result based on the students’ performances in the classroom and their much motivate to learn English. 29 I. S. P. Nation and J. Newton, loc. cit.. 30 Cambridge Advance Lea rner’s Dictionary Third Edition, Singapore: Cambridge University Press, 2008, p. 1198. 31 Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking Second Edition, California: Wadsworth, 2011, p. 367. 32 Patricia A and Richard Amato, op. cit., p. 299.