Использование загадок на уроке английского языка для развития речевой деятельности

37

The Use of GUESSING GAME

TO IMPROVE SPEAKING SKILL

Niyazova Asiya Serbolatovna

Kostanay, Kazakhstan

Аннотаци

Осы мақала әңгіме сөз жақсарту үшін жұмбақтардың қолдануының пайдасын суреттеп жатыр. Уақыттың үлкен бөлігін ағылшын тіл мұғалімдері тиімді сабақ беру үшін әдістемелерге, тесттерге, жаттығу тапсырмалар құрастыруға өткізеді. Мұғалім міндетті оқушыларды ағылшын сөйлейтін ортада оқыту және тәрбиелеу.

Мақаланың негізгі идеясы – ол оқытушылық қызметте жұмбақтардың қолдануылары артықшылықтар және маңыздылығы жас мұғалімдерге көрсету. Мен осы мақаланы қызықты және көкейкесті деп табамын, өйткені ол шет тіл сабақ беру бойынша қалыпсыз әдістемелердің қолдануылар пайданы ашып жатыр.

Аннотация

Исходя из названия, данная статья описывает пользу использования загадок для улучшения разговорной речи. Учителя большую часть времени тратят на разработку методик, тестов, практических заданий для эффективного преподавания английского языка. Учитель обязан обучать и воспитывать учеников в англоязычной среде.

Главная идея статьи заключается в том, чтобы показать молодым учителям преимущества и важность использования загадок в преподавательской деятельности. Я нахожу статью интересной и актуальной потому, что она раскрывает пользу использования нестандартных методик по преподаванию иностранного языка.

Abstract

As the title implies the article describes the use of guessing game to improve speaking skill. Teachers mostly spend much of time on appropriate teaching methodologist for greater effectiveness in students acquisitions on English, designing and implementing materials, test, and practice. Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment.

The main idea of the article is to show to young teachers the advantages of using guessing game. I found the article interesting because it tells us to be a creative teacher and teaches us to use unusual forms to give the English lessons.

1. Introduction

This article is devoted to the method of teaching the speech. But for the beginning let’s examine what is speech.

Language came into life as a means of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication.

In teaching speech the teacher has to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say "hearing" we mean auding or listening and comprehension.

Speaking exists in two forms: dialogue and monologue.

The aim of our work is:

1. to observe the speech as a bilateral process;

2. to give the basic notions of the speech;

3. to make an examples of exercises in of speaking and hearing.

One of the techniques that the teacher can apply in teaching speaking is game because, games is one of potential activity that gives students feeling of freedom to express themselves (Dwiyanti, 2009, p.3). In line with the statement, Chandra (2008) states that games are also believed to give the positive effect on the students’ interest and motivation in studying English as well as to increase their speaking ability.

The game implemented in this article is guessing game. There are some tasks that teacher can instruct to the students to do the activities in guessing game. Byrne (1987, p.21) says as follows: name of the object, spell the object, say something about the object, give one or more uses for the object, say what they would do with the object if they had it, and make up sentence using the object. This article is expected to have some contributions to the language teaching-learning process. Therefore, it serves as an alternative in teaching speaking strategies in order to improve students' speaking ability.

To full the gap, this article will investigate the use of guessing game as the media to improve speaking skill. In addition, this research will also investigate the student’s response toward the use of guessing game to improve speaking skill.

1. Materials and Methods

1. Principles of teaching speaking

There are many techniques and activities the teachers can choose for their younglearners. The choice should be based on the aims of the program coupled with the learners’ stage of development. Brown (2001) stated 7 principles for designing speakingtechniques:

1. Techniques should cover the spectrum of learner needs, from
   language-based focus on accuracy to message-based focus on
   interaction, meaning, and fluency¹.

When you do a jigsaw group technique, play a game, or discuss solutions to the environ­mental crisis, make sure that your tasks include techniques designed to help students to perceive and use the building blocks of language. At the same time, don't bore your students with lifeless, repetitious drills. The drills must be as meaningful as possible.

1. Techniques should be intrinsically motivating.

Try at all times to appeal to students' ultimate goals and interests, to their need for knowledge, for achieving competence, autonomy, and for "being all that they can be." Even in those techniques help them to see how the activity will benefit them.

1. Provide appropriate feedback and correction.

In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. It is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment.

1. Capitalize on the natural link between speaking and listening.

Many interactive techniques that involve speaking will also of course include listening. Don't lose out on opportunities to integrate these two skills.

1. Give students opportunities to initiate oral communication.

A good deal of typical classroom interaction is characterized by teacher initiation of language. We ask questions, give directions, provide information, and students have been conditioned only to "speak when spoken to."

1. Encourage the development of speaking strategies.

The concept of strategic competence is one that language students must be awared of. They simply have not thought about developing their own personal strategies for accomplishing oral communicative purposes.

1. Definition of Guessing Game

Guessing game is a game in which the participants compete individually or in teams to identify something that indicate obscurely. (Webster, 1986 in Jubaedah, 2008, p.13 as cited in Astuti, 2010, p.11)

In teaching speaking through guessing game, students are expected to be involved actively in speaking class activity; they are much courage to think what they want to say (Klippel, 1994, p.32). According to Klippel, “The basic rule of guessing games is eminently simple; one person knows something that another one wants to find out.”

Based on the definition, it can be conclude that guessing games is a game in which a person or participant knows something and competes individually or in a team to identify or to find out the answer.

1. The Benefits of Use Guessing Game

“Guessing games can be used to develop or reinforce concept, to add diversion to regular activities, or just to break the ice. However, their must important function is to give practice in communication.” (Richard-Amato, 1988, p. 156 as cited in Dwiyanti, 2009, p.16). It says that guessing games give students do not feel bored during learning process. Nevertheless, the most important thing is to give the students in practicing their English.

They also add that: Guessing games can be painless to develop or reinforce any number concepts. “Guessing what I am,” Guess who I am” for example, can be used teach about animals profession or people in different age groups (baby, child, teenager, young adult, elderly person). (Richard-Amato, 1988, p. 156 as cited in Dwiyanti, 2009, p.17).

Silver (1980–1983, p.244) says as cited in Dwiyanti (2009, p.17) “Real guessing games provide the students with much needed practice in formulating questions, an essential skill that does not always receive sufficient attention.”

Another advantages of use guessing game in teaching speaking is guessing game make students more pleasure from regular activities in class. It creates a relaxed atmosphere in the classroom. Then using guessing game can encourage the students to communicate in English because the game are combination between language and practice with fun and excitement.

1. The Implementation of Guessing Games

There are some tasks that teacher can instruct to the students to perform the activities in the implementation of guessing game. Byrne (1980, p.21) in Amir (2010, p.4) says as follows: name of object, spell the object, say something about the object and make up sentence using the object.

1. Pre-teaching Activities

In the first activities, the teacher greets the students and checks the students' attendance. Then the teacher checks the students' readiness to study and also review the previous lesson to remind the students about the last lesson. In this stage, the teacher builds the students' background knowledge related to the lesson that will be given. Besides that, the teacher tells the students about lesson which are going to be taught and the teacher tells the achievement indicators and the objectives of the lesson which are going to be taught.

B. Whilst-teaching Activities

Then in the main activities the teacher begins this stage by introducing the first lesson by use guessing game technique. Here are some of the procedures in apply guessing game technique in the classrom:

1. Class is divided into four groups; one chairperson is given a picture of the object, and then tells a group a clue about the object is household tool, clothes, vehicles, or any other stuff. The group should find the answer by asking yes or no question, for at least twenty questions. A group which has twenty questions and answer correctly will be the winner. (Dwi, 2009, p.24).

2. The teacher has a picture, which the students can’t see. The teacher presents a brief explanation about the picture and then asks the students to ask questions and find out exactly what the picture looks like or draw the picture. Hiding the pictures gives students a genuine reason to ask questions because they want to find out information about the picture. They also have to listen carefully to answers, so that they draw the pictures. (Doff, 1990 as cited in Shojaee, n.d, p.7) or one student stands at the front of the class with a picture in his or her hands and other students guess.

3. Two students stand at the front of the class. One shows the picture to the class but not to the other student. The other student guesses and the rest of the class response in chorus. This activity can also be organized with students working in small groups. The teacher gives a picture to one student in each group, and the others in the group try to guess it.

Secretly put an object in a paper bag or hide it. Then, get the students to guess what's in the bag, by asking an appropriate question. The student who guesses correctly takes over from the teacher. Do this a couple of times, and then let the students take over. Students can do this group vs. group, or in pairs. (Sheryl Carvalho in Shojaee, n.d, p.11).

C. Post-teaching Activities

In the last activities, the students are asked to be a volunteer to tell or conclude what are the lesson for today in front of the classroom. Then the teacher will give feedback by pronounce some words correct or well which the students pronounce unwell while guessing game activity.

1. Results

Regarding to this article, there are some related studies which can be considered as the reference of this article. Those studies are described as follows:

The study entitled The Improvement of Student’s Speaking Skill through Guessing Games Technique conducted in fourth grade of elementary school at Tangerang which is published by Dwi in 2009, this study aimed to know the effectiveness of speaking through games technique and to know how to improvement student is speaking skill through guessing game. This research, the researcher uses the qualitative method is the kinds of the data are descriptive data. From getting the data, the researcher wants to describe and explain the problem that chosen in this research. In the research, it doesn’t used questioners but using the work sheet to evaluate the result and using picture as a material, because the research focus on classroom action research.

The researcher explains about procedure of teaching, speaking using guessing game. The procedure is dividing into four stages. They are socializing guessing game, individually or grouping, distributing cards, and asking question and asking giving answer. The researcher gave speaking skill test before did the presentation of lessons material (pre-test). After giving the treatment, give the some test (post-test) then made calculation of resultfrom both test.

Based on this method there has some advantages and weaknesses. One of the advantages of using teaching speaking using guessing game is using guessing game make students more pleasure from regular activities in class. It creates a relaxed atmosphere in the classroom. Then, one of the weaknesses is in applying guessing game; the teacher needs the students who are skillful formulating question from dialogue.

In teaching speaking through guessing game, a teacher had to know purpose of using this method, the procedures of teaching, the techniques will be applied, and the evaluation accomplished. The learning processes using guessing game give students chance to use English orally, it means that students can practice and develop their ability to speak English.

1. Discussion

Motivating students, managing classroom using good method andtechniques, and transferring knowledge or teaching material and evaluating to thestudents are roles of the teacher.In teaching speaking through Guessing Games, a teacher had to know purpose of using this method, the procedures of teaching, the techniques will beapplied, and the evaluation accomplished.The learning processes using Guessing Games give students chance to useEnglish orally, it means that students can practice and develop their ability to speak English. Games provide fun and relax while remaining very much withinframework of language learning. It expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in theforeign language.

The findings of the research showed that using guessing games strategy is appropriate for the teaching of the speaking skill. It can improve the students’ speaking ability. The improvement is indicated by the increase of the presentation of the students’ participant in learning activities and the students’ speaking ability from 8.6% students who could respond to the teacher’ questions in preliminary study to 94.2%. In conclusion, the students were able to speak in short conversations and were able talk to one another in simple English.

On the basis of the findings, some suggestions are proposed. For the English teacher, in applying the guessing games in teaching of the speaking skill, they should develop their own techniques in applying the guessing game through discussion in teacher meetings, workshops and / or training. For the students, it is suggested to use the guessing games as a learning strategy to practice their speaking ability, which can be done extra activities. Guessing game can be played without the teacher’s presence. For the future researcher, it is recommended that they conducted a study in guessing games strategy in teaching and learning of speaking skills in other schools and other skills for the improvement of the teaching of English at the same or different level of education.

1. Сon­clusions

Speaking, as it relates to children, is playing with words and utterances. Speaking is equally important in children’s overall language development, but they still have limitation in MLU and pronunciation. Every method has its own strengths and weaknesses. It is up to the teachers tochoose the most suitable one to be applied in their classroom. It is a must to spend time correcting not only behavior but also our students’ error. But we need to select which one is more important. Speaking activities could lead to high noisy level, so teachers must have theirunique way to manage their classroom.

Nevertheless, many factors hamper students to speak English, sometimesit comes from lack of teacher’s technique teaching. The students need to learnmore speaking of the target language. Guessing games is one of the technique that have a positive effect on students speaking knowledge to make confidenceand encourage.

1. References

Amir, Fahmi. (2010). The Use of Guessing Game to Improve Student’s Speaking Skill.

Brown, H.D, 2001. Teaching By Principals. Pearson Education, New York.

Bandung: Unpublished. [Accesed on December 17, 2013)

Brown, H. Douglas. (2000). Teaching by Principles an Interactive Approach to Language

Dwi M, Mega. (2009). The Use Of Guessing Game in Teaching Speaking. Bandung.

1^ H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, San Francisco State University, 1994, p. 268.

Key Words: teaching, speaking language games Страница 4