Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia

Marzuki, Abdul Gafur; Kuliahana, Ana

doi:10.15548/jt.v28i3.700

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…Their self-confidence also increased since the data showed that they could speak in front of their friends and elaborate their opinions and comments freely even though there were still many mistakes in pronunciation and grammar. Indeed, group discussion was useful in developing students speaking skill because it allowed students to communicate together in a natural environment and this is in line with research by Mogea (2019), Kaharuddin & Rahmadana (2020), Bohari (2020), Weda et al (2021), Marzuki & Kuliahana (2021). Since there was more than one student involved, it allowed them to speak, share more ideas to be introduced, and present information about a particular topic.…”

Section: Teaching Speaking Through Group Discussion Techniquesupporting

confidence: 59%

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Kuliahana,

Marzuki

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to identify students’ speaking skills in the English Department at UIN Datokarama Palu that could be developed through group discussion techniques. It was designed as collaborative classroom action research and divided into two cycles. Data came from class observation, field notes, a questionnaire, and a speaking test over six meetings of speaking lessons on the second term of the semester. The research included 22 students. The researcher identified the students’ speaking skill development based on the criteria of success established. The findings showed that 11 students (50%) acquired it, and 11 students (50%) fizzled in the first cycle. The researcher continued to the next cycle since the students’ speaking achievement did not meet the criteria of success yet. Some improvements were made in order to cover the drawbacks in the first cycle, such as rearranging the members of the group and emphasizing teaching on the use of 'opened-ended questions’. There were 18 students (81.8%) who acquired it, and just 4 students (18.2%) fizzled in the second cycle. Besides, all students felt challenged to participate in group discussions. However, their participation varied greatly among the individual students. An interesting implication of this research was that students’ speaking skills could be developed through group discussion techniques.

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Section: Teaching Speaking Through Group Discussion Techniquesupporting

confidence: 59%

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Kuliahana,

Marzuki

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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“…With the intensive exposure on chain story telling, students are familiar with involving their sense of connection into their real life which is closely related to nurturing effect. The most outstanding feature of students speaking skill emerged is upgrading the speaking skill [18].…”

Section: Findings and Discussionmentioning

confidence: 99%

Students’ Experiences on Chain Story Telling

Rohmah¹,

Zahra²,

Muhamad³

2023

Advances in Social Science, Education and Humanities Research

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In learning English, the students need interactive techniques to develop students' skill. Students frequently faced problems such as pause filler, stopping for a long time, and stammering, then the researchers applied the Chain story technique in order to solve the problems. Also, this technique is used to upgrade students' speaking skills so they can speak fluently and accurately. This research was qualitative research. The participants are third-semester students that join one English program (PKPBI) at UIN Maulana Malik Ibrahim Malang, in the Arabic Education Department (PBA) with a number of participants are 27 students. The implementation of the chain story was conducted in 2 meetings with the time learning about 120 min for each meeting. In collecting the data, the researcher used open-ended interviews, in-depth interviews, and observation. The data was presented in statistics. The data showed that 59,20% of students never experienced using chain stories in their learning of English. The rest 40, 70% of students experienced the use of chain stories in their learning of English. In addition, the use of chain story has great benefits for their English speaking skills. There are 5 items: upgrade the English skills, enrich the English vocabulary, upgrade the way of thinking, increase motivation, and upgrade creativity.

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“…Marzuki and Kuliahana proposed that one of the strategies that could always be employed to practice specific language elements in motivating and enjoyable way was language games. It was proven by the results of their classroom action research in which out of 24 students, 15 of them (62.5%) reached the scores of 70 or higher in speaking tests in cycle 1, while in cycle 2, or after the teacher applied language games in their teaching, the number increased to 21 students (87.5%) who obtained the scores of 70 or higher (Marzuki & Kuliahana, 2021). Meiningsih and Madya found in their research that students' speaking skills aspects of vocabulary, pronunciation and fluency significantly improved after learning with guessing games (Madya & Meiningsih, 2021).…”

Section: Introductionmentioning

confidence: 98%

Pictionary Game in Promoting Students' Speaking Proficiency

Berlianwirawati

2024

EEdJ

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It is undebatable that people learn English in order to be able to use this language in communication, hence, speaking is considered as the most significant indicator of language learning successfulness. Issues in the process of acquiring this skill were solved by big number of previous studies through the employment of game. This research was aimed to investigate the effectiveness of Pictionary game in promoting students’ speaking proficiency. A quantitative of pre-experimental research was applied with one group pre-test and post-test research design. One class of grade 8 students of SMPT Darussalam Reni Jaya Depok participated in this study as the sample. Data were collected through speaking pre-test and post-test. These data were analyzed statistically by using paired-sample t-test. The findings revealed that students achieved better speaking performance in the post-test or after learning by using Pictionary game. Besides, in the significance level of 5% (α = 0.05), t-count of 3.816 was higher than t-table of 1.684. Thus, this research concluded that Pictionary game contributed to the improvement of students’ speaking outcome. In other words, Pictionary game was proven to be effective, used in promoting students’ speaking proficiency.

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Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia

Cited by 9 publications

References 11 publications

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Students’ Experiences on Chain Story Telling

Pictionary Game in Promoting Students' Speaking Proficiency

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