to ask question in the form of simple sentence. So these games will not force them to do what they can not do.
3. Implementation of Communication Games in teaching Speaking
Communication games theoretically have been a bit explained in previous point as well as kinds of communication games that suggested by Harmer and
Doff see point 1-2. These games are supposed to be useful for teacher in encouraging students to be more successful language learner especially speaking.
In communication games, the teacher gives materials such as expressions, vocabulary, pictures, realias, and other media which are enable learners to expose
their English through the activities. For instance, information gaps, it is a classroom activity where the teacher chooses two students Student A and student
B, and then the teacher gives them different pictures to play the game. From those different pictures, evidently they have different
information’s too. Each student has to find in
formation regarding their partner’s picture by asking questions and by using the target language as of they obtain the expected information.
Sometimes within the activity students get lost or cannot think of what to say causing the lost of idea the teacher expected for them. Therefore, it is
teacher ’s role to help them by giving some suggestions that students will not feel
dead end of idea and language. It is relevant to Wrights’ statement in following:
In most appropriately seen as communicative interaction involving all the participants in the learning and including the various material
resources on which the learning is exercised. Therefore, language learning may be seen as a process which grows out of the interaction
between learners, teachers, texts and activities.
24
Good materials would be useless without any cooperative work among other learner, teacher, and activities.
24
B. Kumaravadivelu, Understanding Language Teaching, New York: Lawrence Erlbaum Associates, 2006. p. 118
4. Advantages of Using Communication Games Activities in Teaching
