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Integrated course of teaching foreign languages
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| bet | 2/8 | | Sana | 10.02.2024 | | Hajmi | 5,44 Mb. | | #154477 |
Bog'liq TIS FINAL WORK 231.Planning stage
TOPIC: Using communicative games in improving students speaking skill
RESEARCH PLAN :
What are the advantages of using communicative games in class?
What types of communicative activities can we use for improving speaking ability?
How do students perceive the use of communicative games in the classroom for developing their speaking abilities?
What strategies or techniques can be employed to maximize the effectiveness
of communicative games in enhancing students’ speaking proficiency?
Gathering information
Syllabus
Articles
Research books on the topic
Internet sources
Videos on the topic
Teachers manuals
LITERATURE REVIEW
Literature review
This action research plan is devoted to learn different communicative ways, methods and techniques used by teachers in improving students’ speaking skills who learn English as a second language and find out new innovative way with the help of teachers and students.
Speaking is a fundamental language ability that foreign learners of English must acquire because it is important and used in communication. However, students' behavior in the classroom does not appear to be working as intended in several Asian countries where English is taught as a foreign language. The students are frequently afraid of committing errors and facing mockery in front of their peers. In addition, they might give a brief response expressions because they might not feel comfortable speaking them out or because they are too hesitant to do so.
In order to tackle this issue, I investigated several articles which are given appropriate solutions to this problem. In addition, several scientists have expressed their opinions on this topic.
One of the scientists, Kurt, conducted a research which was aimed to reveal students’ difficulties in enhancing their speaking skill and to give the solution to the problems occurred by applying a variety of Communicative games to solve students’ problem in speaking. In this study, the researcher used collaborative action research in which he cooperated with one of the English teachers of Junior High School in Jakarta. It was found that the students’ condition were better than before in the terms of confidence, participation, enthusiasm and fluency when using communicative games. In addition, communicative games can create good circumstances in which students can learn while playing the games. It makes the students feel comfort in their learning and also reduce their boredom and stress.
Another scientists, Desi Andriani and Hermawati Syarif, explored the advantages of communicative games in improving speaking skill. They used debate game method between seventh grade students of Junior High School. It was found that debate games can increase students' communication and co-operation with each other. It helps students become more socialized in teaching and learning process. It can be concluded that games are purposeful to construct cooperative activities involving communicative interaction which provides many opportunities for cooperative relationships.
Two categories of communicative activities that communicative language learners engage in are categorized by Littlewood (1981). These are social contact and functional communication activities. Littlewood also conducted a research employing a pre-experimental design. This study investigates whether or not employing communicative games improves students' English-speaking abilities. It is clear from the results of this reaserch that the students’ speaking after the use of communicative games have been completed. Thus, it can be said that employing communicative game strategies can help students become better public speakers and that these strategies can be a useful teaching tool for English teachers.
Overall, using communicative game as means of instruction improved the students’ achievement and results of speaking skill. Students enjoyed their lesson and got more motivation, interest and confidence through their learning. Therefore, communicative game should be applied as designed activities in teaching speaking skills.
REFERENCES
1.Bagarić, V. (2007). Defining Communicative Competence. Metodika Journal, 8(1). 2.Brown, H. D. (2000). Teaching by Principle: An Interactive Approach to Language Pedagogy. New Jersey: Pearson Education.
3. Davinson, J., & Dowson, J. (2005). Learning to Teach English in the Secondary School (2nd ed.). New York: Routledgefalmer.
4. Gardner, H. (2006). The Development and Education of the Mind. New York
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