IMPROVING STUDENTS SPEAKINGABILITY THROUGH

COMMUNICATIVE LANGUAGE GAMES

Iisrohli Irawati*

Abstract: One skill that learned in learning and teaching english is Speaking. There are some problems
in the teaching and learning speaking class. The problems can be from both sides the teachers or the students.
Both are interrelated to each other.
The first problems come from the teacher. It is closely related to the method or teaching technique,
media, and the material that the teachers use. It is important to apply a technique appropriately in presenting
an instructional material in order that the students will be more interesting, active, and motivated in learning
speaking. The fact shows that the teachers still find difficulties providing their teaching techniques and strategy.
One of the strategy can be used is communicative language games.

INTRODUCTION AslanguagelearnerswhohadlearnedEnglish
intensively, the students should be able to interact
TeachingandLearningenglishconsistsoffour
orallyeachotherthroughEnglish. Unfortunately, in
skills. They are listening, speaking, reading, and
realteachingandlearning,mostofthestudentshave
writing.Recently,speakinghasplayedanincreasingly
difficulty intheir speaking production.They looked
importantroleinsecond/foreignlanguagesettingsas
apathetic and inhibited in the activities that involve
ameanscommunicationinthedailylife.Itissupported
oralskill.Manyofthemfeltafraidofbeingcriticized
by OMalley and Pierce (1996: 57)finding that is
andhumiliatedinfrontoftheirpartners.Asaresult,
among the four skills, speaking seems to be an
theyavoidedbeingpartofthiskindofactivities.The
importantskillthatalearnershouldacquiresinceone
teaching learning habit also takes a part in causing
forthemajorresponsibilitiesofanyteacherworking
thisconditionworse.Thereisalittlechanceforthe
withEnglishlanguagelearners istoenablestudents
studentstopracticetheirspeakingbecausetheteacher
tocommunicateeffectivelythroughorallanguage.
tends to useLKS (Lembar Kerja Siswa)as a main
Speakingisakindofeitherproductiveoractive
bookinteachingtheirstudents.Itshowsthatstudents
skill.Thoughthosefourskillsareequallyimportant,
onlyhaveactivitiesthatinvolvereadingandwriting
but speaking becomes the most important tool to
skills. They are not used to speak and have no
communicatethatneedtobeaccomplished.Speaking
motivation.Itisnecessarytoimplementaninnovative
isoneofthetypesofcomposinginlanguage,thetype
and action research project that foster the
that is swift, complicated, frequent and primary,
improvementoforalability.Therearealotofways
because the language itself is a symbol to use by
in teaching speaking. One of them is using
communicatorstoconstructandconveyinformation.
Communicative Language Games. According to
Reuben(1999:30)Usingactivitiesandgamesinclass

*Dosen STKIP PGRI Pacitan Jafa : Asisten Ahli

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Improving Students SpeakingAbility Through Communicative .....
encouragesactivelearning,aswellascollaboration,
and interactivity.
CommunicativeLanguageGamessupposedto
be a good innovation to cure the poor condition of
students speaking ability. KTSP (School Based
Curriculum) mentions that the purpose of teaching
andlearninglanguageprocessesofEnglishinJunior
High School is to develop students communicative
competenceinbothoralandwrittenform.Sincethe
focus of the students learning goal is the
communicative competence as the target language,
communicativelanguageteaching(CLT)becomesthe
popularapproachtobeapplied.Themaintechnique
ofCLTishavingthestudentsusethetargetlanguage
tocarryoutcreativetasksuchasgamesdramas,songs
or role playing to attain the communicative goal of
the curriculum. Furthermore, communicative
languageactivities intheformofgames not merely
foster the students interest in a fun way in their
learning process but also canbe used to new items
andpracticelanguageformstosupportthestudents
enthusiastoflanguagedevelopment.Moreover,they
willbemoreconfidentandbemoremotivatedtohave
aspeakingclass.
A. The Nature of Speaking
Speakingistheproductiveskilloflistening
skill.This is anactivity ofproducing words or
sentencesorally.Bythatskill,peoplecandeliver
theirideas,thoughtandopinionabouttheworld.
Through speaking, people have easy way to
communicate with others directly or indirectly.
It is like what Brown andYale (89: 14) states
thatspeakingexpressneedrequest,information,
service, etc.
26
Mackey (in Magiono, 2007: 13) defines
speakingasoralexpressionthatinvolvesnotonly
theuseofrightpatternsofrhythmandintonation
butalsorightordertoconveytherightmeaning.
Chaney(1998:13)arguesspeakingistheprocess
ofbuildingandsharingmeaningthroughtheuse
of verbal and nonverbal symbols, in a variety
ofcontexts.Thatlanguageisfirstspoken.Itmeans
that speaking is the basic competence and the
mostimportantskilloflanguagelikethestatement
mentioned by Tupan (1995: 14). In addition,
Furthermore,Harmer(2007)statesthatspeaking
isaskillwhichbecomesimportantpartofdaily
life, it is the line for people to create social
relationship as human being, so it needs to be
developed and practice independently in the
grammarcurriculum.
From the definitions above, it can be
concluded clearly that speaking is expressing
ideas, opinions, or feelings to others by using
wordsorsoundsofarticulationinordertoinform,
topersuade, andto entertainthat canbe learnt
byusingsometeachinglearningmethodologies.
B. Aspects of Speaking Skill
Brown (2001) states that there are some
itemssuchaspronunciation,vocabulary,fluency,
accent, and grammar shouldbe mastered to be
able to speak well. As a complex activity,
speakinghasimportantaspectsinthefollowing.
1. Accuracy
AsMarrySprattandFriendstated,Accuracy
in speaking is the use of correct form of
grammar, vocabulary and pronunciation.
Those three parts involves together in
makingaccurateutterance.
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Pronunciationisabasicqualityoflanguage
learning especially in speaking ability. It
concerns with the way we say, articulate,
assimilate, intonate, and stress words.
Havingpoorpronunciationskillcanobscure
communicationandpreventanESLstudent
frommakingmeaningfulutterances.Harmer
(2007)states pronunciationteachingis not
only juts making the students are able to
differentiatesoundsandsoundfeatures,but
also can improve their speaking ability
immeasurablysuchasconcentrateonsounds
and make students aware of using stress
whenproducing sound.
Vocabulary is a foundation of a language.
Tocreatemeaningfulutteranceorsentences,
it needs to use appropriate vocabulary to
express something. In other word, the
requirement of students who have a good
speaking ability is mastering vocabulary.
McCarty (1990) states the biggest
component of any language courses are
vocabulary.Inaddition,Harmer(2007)says
ifthestudentshavemorevocabulariesorat
least 1000 words, they can communicate
fluently. They do not take a long time in
expresswhattheyaregoingtosay;because
they know what words can describe their
ideas.
Fluency is very important in speaking
accuracy. If our conversation is full of
grammatical mistakes, your ideas will not
getacrosssoeasily.Studyinggrammarrules
will certainly help students speak more
accurately.
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Those three parts are very important
elementstoaccomplishtheaccuracyinthe
effortofbeingabletospeakwell.
2. Fluency
FluencystatedbyMarySpratt andfriends
(2005:34) is speaking at a normal speed
without hesitation, repetition and with
smooth use of connected speech. It deals
with how comfortable students are when
theyspeak,howeasilythewordscomeout,
whethertherearegreatpausesandgapsin
thestudents speaking.Itisaparameterof
studentsspeakingabilitygoal.Itdealswith
thequalityofthewaytheyspeakfluently.
3. Accent
Accent of one speaker and others are
differenteachother.Thisisbecauseevery
person has their ownway insaying words
depends on thecultures the speakers have.
Roach(2009)statesinthisworldthereisno
speaker who can be taken to represent a
particularaccentordialect.
C. Teaching Speaking
Teaching four skills such listening,
reading, speaking and Listening become a
compulsoryfortheEnglishteacherstoguidethe
students to achieve those abilities by teaching
themas interestingas possible.Thus, speaking
isamusttobetaughtliketheotherskills.
Teaching is guiding learners in studying
andgetting newknowledge, skills,or attitudes.
Brown (2000: 7) says that teaching cannot be
defined apart from learning, for teaching is
guiding and facilitating learning, enabling the
27
Improving Students SpeakingAbility Through Communicative .....
learner to learn, and setting the condition for
learning.
Nunan(2003)answersinhis book,what
meant by teaching speaking is to teach ESL
learners to:
1. Produce the English speech sounds and
soundpatterns
2. Use word and sentence stress, intonation
patterns and the rhythm of the second
language.
3. Select appropriate words and sentences
according to the proper social setting,
audience,situationandsubjectmatter.
4. Organizetheirthoughtsinameaningfuland
logical sequence.
5. Use language as a means of expressing
values andjudgments.
6. Use the language quickly and confidently
withfewunnaturalpauses,whicharecalled
asfluency.
D. Problem in Teaching and Learning Speaking
Learnerssometimeshavesomeconstraints
when they want to talk in the classroom. They
feelafraidofmakingmistaketheyarereluctant
tobejudgedbythehearer.Ur(1996:121)argues
somepossibleproblemsinspeakingactivitiesas
follows:
a Inhibition. Learners are often inhibited
about trying things in foreign language
classroom,afraidtomakemistakesortobe
criticized,andshytoutterwords.
b Nothing to say. Learners sometimes find
faultthattheydonothavesomethingtosay.
In other words, they cannot express
themselves.
28
c. Low or uneven participation. Only one
participant talks because of some learners
dominate,whileotherspeaksalittleornot
atall.
d. Mother tongue use.Intheclass,alllearners
sharethesamemothertongue,sotheyfeel
unnaturaltospeakintheforeignlanguage.
They are also less exposed and less
disciplined ormotivated one.
Burns and Joyce (in Nunan1999: 231)
identifythreefactorsthatmayindicatestudents
reluctanttotakepartinspeakingclassroom.
1. Cultural factors. Cultural factors derive
fromlearnerspriorlearningexperiencesand
the expectations created by these
experiences. This deals with the different
cultural background between teacher and
students.Forexample,itisabout(1)abelief
thatlearninginvolveslisteningtotheteacher
andnotactivelyspeakingupinclass,(2)a
belief that language learning is based
primarilyonreadingandwritingfromatext
bookandcompletingwrittenexercises,and
(3) unfamiliarity with communicative and
learnercenteredapproachestolearningand
expectationsofteacherandlearnerroles.
2. Linguistic factors. Linguistic factors that
hinder students to speak include (1)
difficultiesintransferringfromthelearners
first language to the sounds, rhythms, and
stress patterns of English, (2) difficulties
withthenativespeakerpronunciationofthe
teacher, (3) lack of understanding of
common grammatical patterns in English
and how these may be different from their
own language, (4) lack of familiarity with
theculturalorsocialknowledgerequiredto
process meaning.
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3. Psychological or Affective Factors.These
factorsareoneofthedominantfactors
thatcanaffectlanguagelearningparticularly
speaking. The factors include (1) culture
shock, especially where newly arrived
immigrants are coming to terms with the
effectsofresettlementinanewcountry,(2)
previous negative social or political
experiences,suchaswarorpersonaltrauma,
(3)lackofmotivation,especiallywherethey
maynothavechosentolearn,havenegative
views of the target language culture or do
notseeapurposeinlearningthelanguage,
(4)anxietyorshynessinclass,especiallyif
their previous learning and language
learningexperienceswerenegative,and(5)
perceptions, some of which may also be
cultural(e.g.theyaretoooldtolearnanew
language).Richard&Renandya(2002:206)
explainthat theaffective factors related to
foreignlanguagelearningareemotions,self
esteem, empathy, anxiety, attitude, and
motivation.
From thetheories above, those problems
in speaking are possible to obstruct students
language development in the teachinglearning
process. Thus, in teaching speaking, teachers
should always encourage the students, not
allowing students to become discouraged when
theymakemistakes.Theyhavetounderstandthat
makingmistakesispartofthelearningprocess.
Then, the teachers should provide some
classroom speaking activities in which the
studentscanengageactively.
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E. Principle in Designing Speaking Technique
There are number of practical principles
for designing techniques that include speaking.
Brown(2001:275)proposessevenprinciplesin
designing teaching speaking will help teachers
toconductthespeakingclass.
1. Use techniques that cover the spectrum of
learner needs, from language based focus
on accuracy to messagebased focus on
interaction,meaningandfluency.Makesure
that the tasks include techniques designed
to help students to perceive and use the
building block.At the same time, do not
makethestudentsfeelboredwithrepetitious
drills.Teachersshouldmakeanydrillingas
meaningfulas possible.
2. Provideintrinsicallymotivatingtechniques.
Trytoappealtostudentsultimategoalsand
interests in their need for knowledge, for
status, for achieving competence and
autonomy, and for being all that they can
be. Help them to see how the activity will
give them benefit.
3. Encouragetheuseofauthenticlanguagein
meaningfulcontexts.Itdealswiththedesign
authentic contexts and meaningful
interaction that supported by teacher s
creativityindesigningthematerial.
4. Provideappropriatefeedbackandcorrection.
InESLsituations,feedbackismostlyfrom
theteacher.Feedbackcanbefoundoutside
of the classroom but it is important for
teachers to give the kinds of corrective
feedback that are appropriate for the
moment.
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Improving Students SpeakingAbility Through Communicative .....
5. Capitalize on the natural link between
speakingandlistening.Theyarecategorized
as interrelated skill. The two skills can
reinforce each other. In teaching speaking,
teachershouldincludelisteningaspect.
6. Give students opportunities to initiate oral
communication.Partoforalcommunication
competence is the ability to initiate
conversations, to nominate topics, to ask
questions, to control conversation and to
change the subject. Teachers can design
speaking techniques allowing students to
initiate language.
7. Encourage the development of speaking
strategies. Teachers should help their
students develop strategic competence to
accomplish oral communicative purposes.
The strategies are asking for clarification
(What?), asking someone to repeat
something(Excuseme?),usingfillers(uh,I
mean, Well), using conversation
maintenance cues (Huh, Right, Yeah),
getting someones attention (Hey, So) and
soforth.
F. Interpretation of Communicative Language
Teaching
Nowadays, Communicative Language
Teaching (CLT) has drawn much attention on
discussionsbothintheliteratureandinclassroom
practice, and has become the mainstream in
contemporary methodology for ESL/EFL
learning.Communicativelanguageteachingitself
accordingtoRichard(2006:2)canbeunderstood
asasetofprinciplesaboutthegoalsoflanguage
teaching,howlearnerslearnalanguage,thekinds
30
of classroom activities that best facilitate
learning, andthe roles of teachers and learners
intheclassroom.
Meanwhile, Harmer (2001:84) define
communicative language teaching as a set of
believe which includes not only on re
examinationofwhataspectsoflanguagetoteach
thatstressesthesignificantoflanguagefunctions,
butalsoshiftinemphasisinhowtoteachthatis
relatedtotheideathatlanguagewilltakecareof
itselfandthatplentifulexposuretolanguagein
useandplentyofopportunitiestouseitarevitally
important for a students development of
knowledge and skill.
Fromthedefinitionsmentionedabove,we
know that communicative language teaching
emphasize on the reaching goal of teaching
communicativecompetenceinwhichthestudents
aremoreactivelyinvolveasmoreopportunities
canbeusedtodeveloptheirability.
RichardstatesthattheGoalofCLTisthe
teaching of communicative competence. Celce
Murcia mentions four aspects of language
knowledge of communicative competence as
cited by Savignon (1997) in their theoretical
framework.
1. Grammaticalcompetence:Knowledgeofthe
sentencestructureofalanguage.
2. Sociolinguistic competence: The ability to
use language in a given communicative
context,takingintoaccounttherolesofthe
participants,thesettings, andthepurposes
oftheinteraction.
3. Discourse competence: The ability to
recognizedifferentpatternsofdiscourseand
to connect sentences or utterances to an
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overall theme or topic; the ability to infer
the meaning of large units of spoken or
writtentexts;alsocalledtextualcompetence.
4. Strategic competence: The ability to
anticipateimperfectknowledgeoflinguistic,
sociolinguistic, and discourse rules or
limitingfactorsintheirapplicationsuchas
fatigue,distraction,andinattention.Also,the
effectiveuseofcopingstrategiestosustain
or enhance communication.
G. Communicative Activities
Everyspeakinglessonshouldbebasedon
communicative activities which achieve two
important language learning needs. They
encourage the learners to acquire language
knowledge and prepare them for reallife
language use. Lieshoff, et al states that
communicative activities include any activities
thatencourageandrequirealearnertospeakwith
andlistentootherlearners,aswellaswithpeople
in the program and community. It means that
achievingthe outcomerequires theparticipants
tointeract, whichmeans not onlyspeak witha
personbutalsolistentowhatheorsheissaying
andreacttoit.Inimplementingcommunicative
activities,Harmer(2001:85)addsthatactivities
inCLTtypicallybringthestudents intorealor
realisticcommunication, wheretheaccuracyof
the language they use is less important than
successful achievement of communicative task
theyareperforming.
Littlewood (1981) groups two kinds of
communicative activities to be performed by
communicativelanguagelearners.Thosearethe
functional communication activities and the
social interaction activities.
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1 Functional Communication Activities
The classroom needs communicative
activities that emphasize the functional
aspect of communication. Therefore, for
example, when learners have a problem to
solve,orinformationtoexchange,theycan
use whatever language they have at their
disposal. That is, the main purpose of the
activity is that learners should use the
languagetheyknowtogetmeaningsacross
aseffectivelyaspossible.
2 Social Interaction Activities
Competentspeakerchooseslanguagewhich
isnotonlyfunctionallyeffective,butisalso
appropriate to the social context he is
belonging. Considering with that, learners
still aim at conveying the meaning
effectively paying greater attention to the
socialcontextinwhichtheinteractiontakes
place and to attend such things as formal
versusinformallanguage.
3. Types of Communicative Activities
Therealargenumberofmethodologybooks
and their classification of communicative
activities.They are distinguished based on
each of each authors point of view.
However, all of them mention the same or
similarcommunicativetaskswiththesame
purposes but in different extent. The
following is the types of communicative
activitiesthatcanbeappliedforstudents:
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Improving Students SpeakingAbility Through Communicative .....
4 Information gap activities
Informationgapactivitiesaredescribedby
Thornbury(2005:8084)whoclaimsthatin
thesekindsoftasksthereisaknowledgegap
among learners and it can be bridged by
using the language. So, in order to obtain
the information, the interactions have to
communicate. Littlewood (1994: 2226)
labels these activities as functional
communication activities. He emphasizes
sharingtheinformationamonglearnersand
its processing.
5 Discussions
Discussions are a commonly used activity
in aspeaking lesson.A topicis introduced
to thestudents viaa reading ora listening
passageandthentheyareaskedtodiscussa
related topic in order to come up with a
solutionoraresponse.CelceMurcia(2001
106) mentions that students need to be
reminded that each person within a group
shouldhaveaspecificresponsibilityinthe
discussion either keeping time, taking
notes or reporting the results made by the
groupmembers.
6 Role plays
A widely spread and one of the best
communicativeactivitiesisaroleplaywhich
trainsthestudentsintheclassroomtodeal
withunpredictablereallifeconversationin
an English speaking environment. Nunan
(200357)saidthatrolesplaysgivelearners
practicespeakingthetargetlanguagebefore
32
theyapplyitinarealenvironment.Roleplay
is an essential communicative technique
which develops fluency, promotes
interaction in the classroom and increases
motivation.
7 Games
Agameisanenjoyableactivitywithasetof
rulesortermsagainsteachother(Haldfield:
2005).LarsenandFreeman(2000)agreethat
games make students enjoyable. They also
saythatiftheyareproperlydesigned,they
will give students valuable communicative
practice.
H. Communicative games
Nowadays,traditionalteachingmethodin
whichemphasizesondrillingparticularlanguage
patterns has been left behind the existence of
communicative language teaching (CLT)
approach which the communicative activity
intends toimmerselearners inmeaningmaking
foracommunicativepurpose.
Communicative activities in the form of
games,accordingtoLarsenandFreeman(2000),
areusedfrequentlyinCLT.Itimpliesthatthrough
languagegamesthelearners cangobeyondthe
masteryofstructurestocommunicatemeanings
in real situations. Hadfield (1990) asserts that
communicative games are emphasize on
communicationratherthanthecorrectnessofthe
language,therefore,aretobefoundatthefluency
endofthefluencyandaccuracyspectrum.
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Shameem and friends (1999) add that
Communicativegamesgivelanguagelearninga
wholenewmeaning.Learningtakesplacewhile
the students have fun and interact socially to
performataskandreachasatisfactoryoutcome.
Thus, games are used to motivate students to
learn,arousetheirinterest,anddeveloppositive
attitudestowardslanguagelearning.
I. The advantage of using communicative
language games
There are some advantages that student
maygetfromtheuseofcommunicativelanguage
games:
1. Motivate students learning with fun,
enjoyment and excitement
Gamesarehighlymotivating(Wright,
BetteridgeandBuckby:1984). Enjoyment,
excitement and passion are naturally
generatedfromplayinggames.AsHaldfield
(2005:20)indicates,gamesareanenjoyable
activitywithasetofrulesortermsagainst
each other. With a low affective filter
(Krashen: 1982) gamelike activities are
meaningfulandplayful, thustheymotivate
childrento learn, arouse theirinterest, and
developpositiveattitudestowardslanguage
learning. Such classroom activities are
particularly suitable for primary school
pupilswholiketoplaygames.Whenpupils
are enjoying playing games, at the same
time, they are learning language
unconsciously.
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2. Supply chances to use language in
authentic contexts
Communicative task itself is central
to CLT. Learners experience language use
throughperformingactivitiesintheformof
games.Thatis,ingamesituations,learners
are exposing themselves to the target
language environment. They use whatever
languageresourcesavailabletotheminorder
toachievetaskgoals,forinstance,solvinga
problem,sharingorcomparingopinionand
culture. Therefore, games provide learners
withchances andauthentic contexts where
they feelthe needto usereallife language
to communicate with others meaningfully
andpurposefully(Littlewood:1981)
3. Provide practice on language use and
language usage
Wright, Betteridge, and Buckby
(1984) said that many games are designed
toofferlearnersadensityofcommunicative
language practice as conventional drill
exercises,butinarathermeaningfulwayby
workinglanguageas livingcommunication
toconveyinformationandopinion.Bydoing
so,learnersareimmersedinusingthetarget
languageinallfourskills,whichassiststhem
tobetterinternalizeanewlanguage.Games,
therefore,canbeviewedasintegralpartsof
communicativelessonsandcanbeused,at
any time whenever necessary and
appropriate,towarmupalesson,topresent
newitems,toprovidepracticeforpreviously
introduced language points, to serve as a
substituteforunsatisfactorymaterials,toend
alessonasfollowupactivities.
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Improving Students SpeakingAbility Through Communicative .....
4. Create an agreeable and supportive
learning environment
Differentfromconventionalteaching
methodsthroughwhichmanystudentshave
frustratingexperiencesoflanguagelearning,
games present language learners with
communicative or problemsolving
situations that are enjoyable and relatively
stress free. In game situations, the teacher
encourages all attempts at communication
inthetargetlanguageratherthancontinuous
errorcorrection.Insuchaway,withoutfear
offailureorpubliccorrection,studentswill
feel emotionally secure and will be more
confidenttoexploreandtakeriskswithnew
language (Willis:1998), which further
enhances students active involvement as
wellas intrinsicmotivation, andaboveall,
leadstobetterlearning.
5. Promoteinterpersonalrelations
Activities involving communicative
interaction provide many opportunities for
cooperativerelationshipstocomeout,both
amongstudentsandbetweentheteacherand
studentsbecauseingamesituationstheclass
isoftendividedintopairsorgroups,which
makestudentsnaturally,interactwithothers
(Littlewood :1981).
34
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