Teaching Speaking Using Games

Teaching Speaking

English subject has different characteristics from other subjects, for examples science, mathematics, or social subjects. The differences happen as a result that the function of a language is as a means of communication. This indicates that learning a language does not mean that the students only memorize numbers of vocabularies, sentence-patterns, and know the meaning or the words. They must also capable to use and apply the knowledge in real communication. The ability to use the knowledge above is very important in learning speaking. Therefore, English teachers should provide many activities for young learners to practice speaking

In fact, speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context (Chaney, 1998 in Kayi: 2008) Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative  circumstance.

Teaching speaking means teaching the students to use the language in real communication. The English teachers should teach them to produce the English speech sounds and sound patterns. The students should be able to use words and sentences which are appropriate with the contexts.

In principles for designing speaking techniques according to H. Douglas Brown there five points where using game (potato game) in line with them.

First, covering the spectrum of learner needs, from language based focus on accuracy to message-based focus on interaction, meaning and fluency. The potato lesson is designed to help students to perceive and use the building block of language. The teacher will write the language target and provide the vocabulary which relate to the topic

Second, provide intrinsically motivating techniques. The potato game provides the students the autonomy to express themselves. When the teacher asks the students to make their own animal this is the starting point where they have freedom to express about animal they like.

Third, provide feedback and correction. When the potato game applied, the teachers only listen and give feedback when they finished doing presentation. The correction in the middle of the student’s presentation it makes the student losing their idea and confidence. Assessment of performance can be explicit when we say’ that’s brilliant’ or implicit when, during a language performance for example, we pass on to the next student without any comment, there is always the danger that the student may misconstrue our silence as something else.

Forth, capitalize on the natural link between speaking and listening. Many games or interactive activity involve speaking and listening. The linguistic complexity of communicative listening-speaking goals increases steadily. Along with creation of novel utterances, students can participate in short conversations, ask and answer questions etc.

Fifth, give students opportunities to initiate oral communication. When Potato game applied the students can initiate what animal they want to talk about.