2. Kinds of Communication Games Activity
According to Harmer, there are two particular categories of communication games, they are:
Information-Gap Games: games that involves solving a puzzle, drawing a picture describe and draw, putting things in the right order describe and
arrange, and finding similarities and differences between pictures. These games are commonly accomplished in pairs. Student has to talk to hisher
partner in order to obtain the task. Television and radio games: This game activity is accomplished in grouping
or team work. Each team has to ask “yesno question” to the chairperson from
the other team. The chair person has to think of an object that is either animal, vegetables or mineral or combination of two or three of these by giving
opportunities to other team to ask about 20 questions and each team must guess what object is being imagined by the chairperson. The team will get
points if they guess the answer correctly in fewer. Other games are also suggested by Harmer such as first;
„just a minute’ in which each participant has to speak for 60 seconds on the subject that is given by the
chairperson without hesitation, repetition, or deviation. If another contestant hears any mistakes, he or she has to interrupt, by which shehe gets a point. The person
who is speaking at the end of 60 seconds gets two points. Second; “Call my bluff”
it is a game that consists of two teams. Team A is given a word that members of the other team are unlikely to know. Team A finds a correct dictionary definition
of the word and then makes up two false one. They read out their definitions and team B has to guess which is the correct. Now Team B is given a word and reads
out three definition of their word one correct and two false and team A has to guess. Each team will get point if the answer correct, in contrast, if their answer is
false the other team will take the point.
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From the three-game suggested by Harmer, as for the writer the television and radio games are considered the suitable one for teaching speaking. In view of
students limited vocabulary and expressions, that to play the game they only have
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Jeremy Harmer, The Practice of English Language Teaching,4
th
Ed…., p. 349
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
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