Improving EFL Speaking Skills with Games

Research Articles of EFL Student Teachers in Practice
The Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University
We have shone since 2004.

Improving Primary School Students’ Speaking Skill by Using Games

Kirana Thiamyhaisong1*, Darunee Sriyangnok2, Wantanee Pongnak3,
Aphithak Chanla4, and Banchakarn Sameephet5
1.2.3.4. A fourth-year EFL student teacher
5. A research supervisor and a lecturer in EFL

The Department of Curriculum and Instruction, Faculty of Education, Mahasarakham
University, Mahasarakham province, Thailand

* E-mail: kirana52010513008@gmail.com

The research project is financed by the Faculty of Education, Mahasarakham University.

Abstract

Speaking is a very important skill for language learning, especially using
English for communication purpose. Games can motivate the students to speak
more fluently, reduce students’ anxiety and increase positive attitude towards
learning language as well. This study aimed to study the efficiency of
developing speaking skill by using games, to study the effectiveness indexes of
using games to improve speaking skill, to compare pre- and post- test of
English speaking skill by using games, and to study students’ learning behavior
by using competition games between reinforced and non-reinforced with the
reward. The samples were 41 primary school students selected by purposive
sampling. The instruments used in this experiment were learning instruments
(four speaking game lesson plans) and compilation data instruments (pre–and
post- tests, evaluation of reinforced and non-reinforced with the reward’s
behavior). The results of this study revealed that (1) efficiency of developing
speaking skill by using games of primary school students were lower than the
criterion, (2) effectiveness index of using the games to improve speaking skill
was 0.3213, or 32.13 %, (3) post-scores of English speaking test were
significantly higher than pre-test scores at the 0.05 level, (4) the reinforcement
with the rewards was 74.39 % and non-reinforced with the rewards was 23.17
%. Thus, the results of improving speaking skill by using games could achieve
goals-the students had developed their speaking ability.

Keywords: English speaking skill/ games/ reinforcement

Introduction

Speaking skill is a very important skill in learning language, especially using
English for communication purpose (Huong, 2010). Speaking is the process of
creating verbal symbol provide in variety context that are system in conveying
meaning include to the process of ‘interaction’. It consists of three procedures:
production, receiving, and processing information (Phuc, 2010). Speaking is a

1


form of human language that thinks as the basic ability by nature in the human
brain. The human’s brain prepares the learning to speak already. Subsequently,
it is clearly about training at the school in order to be read and write become a
habit. Therefore, all of linguistic communication will be think that occur from
patterns of speaking (Hughes, 2010). Language learning and teaching should
focus on the basic conversations that are essential in daily life and should be
correlated with social and culture behavior (Luoma, 2004).
Speaking is the problem that happen lots of English classes which the cause of
common problems are nervousness, excitement, anxiety, fear of being criticize,
or fear of losing face in front of other students in class. One of major problems
is lacking in confidence to speaking of the student; therefore, the student lack
of motivation to speaking. As a result, the student lack of confidence in their
ability of speaking and feel that their language skill is not enough. The student
who has these problems needs to gain promotion for improving speaking skill
(Porter, 1992).

Games can help motivate students to be interested in learning greater and also
improve the atmosphere of language learning. Consequently; it allows the
student to participate in learning new stuff and show their attitude to another
people (Wright, 1989). Most importantly, it also allows students to have the
opportunity for practice the use of language that is not serious and also create
learning environment that is fun and relaxing. Other advantage of using game
is helping the student reduce their anxiety, so they can speak more fluently
(Chen, 2005). As a result, the student occurs development speaking English
skill by means of game is influence and motivates students to interest the
lesson (Vondracek, 2009).

Game is the activity that supports language learning which allows students
practice English to relaxing, so result in development of both language and
thinking skills. Game can help the student to speak or express clearly and
create opportunities for using language in meaningful. As a result, students
have the opportunity to practice the language through intensive and
meaningful. In addition to learning the language from game at the same time,
the results of game are unity and cooperation in classroom (Wright, 1989).
Thus game is a very effective teaching technique; enhances students’ abilities
in speak very well. Game is the way that can make students achieve the
learning objective because it have motivate and positive reinforcement with
prizes (Chanda, 2008).

Reinforcement is the processes that make the students enthusiastic and increase
the frequency rate of responses behavior (Miller, 2006). It is also a way to
improve and develop the behavior of students. Reinforcement is a technique
that use in the management of classroom activities (Darch, 2004). Positive
reinforcement is behavior management strategies that influence to the
expression of behavior extremely. The goal is demand of responsiveness or
something that help to increase trend of response behavior greater (Daymut,
2009).

2


To conclude, speaking is a very important skill in language learning. Which
learning language should focus on the students be able to use the language in
communicate with a basic conversation in daily life. Language learning will
take place effectively if the students have good attitudes and a good motivate to
speak. The positive reinforcement will make the student require to attempt in
the use of language to speak. Motivation is the strategies that make students
require to learning language. Using game is stimulating to students be interest
in learning greater. Reinforcement with rewards is encouraged for students and
makes them require participating in other activities. In addition, there also
occur an interactive, exchange the idea, learning new things and enthusiastic to
use language in communicate greater.

Research Methodology

This research designed pre-post tests to measure abilities to speak English by
using games of one group. The samples of 41 primary students were recruited by
purposive sampling. The instruments used in the experiment were games
containing four lesson plans, pre-and post-tests, and evaluation of reinforced and
non-reinforced with the reward’s behavior. The total amount of time spent
collecting data; it covered eight hours during the 1st academic semester of 2012.
The experimental processes were as follows:
1. Speaking test was contributed to measure speaking ability of sample
before implementing games and four lesson plans.
2. The four lesson plans to improve speaking skill by using games
were used to teach in the classroom.
3. Evaluation of reinforced and non-reinforced with the reward’s
behavior was used to evaluate the students while doing the activities.
4. The same speaking test was used to measure speaking ability of the
sample group after learning by using games.

Data Collection and Data Analysis

Data collection of the study included five months, started from June – October
2012 at Anubarn Kantarawichai School, Mahasarakham province, Thailand.
The data were analyzed by using these processes as follows:
1. Data were analyzed to compare speaking skill of the sample before
and after using Games in classroom activities. Statistics used in data analysis
was dependent sample t-test to evaluate significant difference between pre-test
and post-test of English speaking skill.
2. Data were analyzed to compare behaviors of responsiveness of the
sample during do the activity in the class between play games which reinforced
with the rewards and non-reinforced with the rewards. Statistics used in data
analysis was percentage of the evaluation of students' behavior that reinforce
and non-reinforce with the reward.

3


Results
The inferences of this research indicated as follows:
Table 1: Results of comparing English speaking skill before and after using
Games of primary students.
t-test
Points Number of students X S.D.
Significance
P
Pre-test 41 14.65 3.95
1.684 .00
Post-test 41 21.19 3.14
at the 0.05 level of significance
The table 1 pointed out that the learners who study through improving speaking
skill by using game at the 0.05 level of significance
.
Table 2: Results of the students’ behavior that arising from reinforced and non-
reinforced with the rewards.
Percentage
Behavior Reinforced with the Non-reinforced with
rewards the rewards.
1. Need to repeat the behavior. 70.73 28.83
2. Interest in the activity 73.17 17.07
3. Eager to do the activity 63.41 14.63
4. Enjoy with the activity 90.24 34.14

The students’ behavior that arising from reinforced and non-reinforced with the
rewards reveals that reinforced with the rewards was 74.39 % and non-
reinforced with the rewards was 23.17 %.

Discussion and Recommendations

According to the results of improving primary school students’ speaking skill
by using game, there were issues being discussed as follows.
1.The result of comparing English speaking skill before and after
learning with the learning activities by using game of primary school students
indicate that students’ post-test scores are higher than pre-test scores which is
in accordance with research hypotheses. The results of this study show that
primary school students have increased speaking after learning with the
learning activities to develop speaking skill by using game. As a result of the
learning activities by using game, the students had a good attitude towards
learning English and can be promoted to courage of using language in
communication. In addition, game is a stimulating and motivating for students
4


attempts to speaking and learning with not embarrassed. The result of playing
game appears that students can speak for interrogate and giving information
more fluency and attempt to using language to communication and having fun.
Based on the game resulted, students have motivated behavior, courage to
speak and communicate in natural way. This results correlated to the study of
Yin Yong Mei (Yin Yong Mei, 2000) that game help students learn and have
skill in using language greater, and can make fun that provides students to
learn. However, game may be playing in pair or group competition; teachers
should pay more attention to select a group of students. The talented students
are often grouped together, resulted to the students left the awestruck, no
confidence, anxiety, and spiritless in the competition. Teachers should select
the group to be fair to all students. Teacher should have fairness, transparency,
clearly defined criteria, and labeling each group scores to show all of students
to be thorough. In addition to the transparency of giving score, it can encourage
and motivate the students as well. Besides, interactive is another way to
practice using of language, increase variety to the lesson and motivation to
learning; especially, the early childhood students. In addition, game also help
students have confidence to use English to communicate. Although students
may have hesitation, it is a good incentive. Some students may be embarrassed,
they can also participate in positive behavior and can learn English like mother
tongue without pressured or stressed; they can get more learning.
2. Study the behavior of reinforced and non-reinforced with rewards
for development the speaking skills by using games of primary school students
summarized as follows.
2.1 Reinforced with rewards
The results of observation the students’ behavior by reinforcement with
rewards in the activities by using games show that 74.39 percentages of
students respond to the activities. The students are required to repeat the
behavior, interested in the activity, fun and enthusiastic to do activities. This
observation is in agreement with Musacchio findings (Musacchio, 2011)
which showed reinforcement is a very effective tools for teaching students of
all grade levels. Teacher give rewards or compensation for expands desirable
behavior or actions that the instructor needs to occur again. For example,
answering questions in class room; teachers should be reinforced with rewards
when the students answered correctly, it will make the students have
enthusiasm and motivation to answer the question again.

2.2 Non-reinforced with rewards
The results of observing speaking English’s behavior by non-reinforced with
rewards in the activities by using games show that only 23.17 percentage of
students response to activity. This study confirms that non-reinforced with
rewards is associated with Larrive (Larrive, 2005 ) which students satisfaction
and more positive behavioral response when they receive the reward than
words. This is demonstrated clearly that the student will have a good response
behavior when they were reinforced with reward than words.

5


Conclusion

This study has shown that games is an activity to support language learning
which allows students to practice English in a relaxed, resulting in the
development of both language and thinking skills. Games allow students to
speak or express clearly and to create opportunities to use the language as well.
As a result, students have the opportunity to practice the language intensive. In
addition to learning the game at the same time as the byproduct of the game is
unity and cooperation in the classroom. Thus, language is a very effective
teaching technique and enhances students' ability to speak as well. This is the
way to help students achieve the learning objectives.

References

Chanda. (2008). Teaching Speaking Skill through Language Games. July 20,
2012. Retrieved from
http://pbingfkipunlam.wordpress.com/2008/10/21/teahing-speaking-
skill-thorug-language-games/
Chen. (2005). Using Games to Promote Communicative Skills in Language
Learning. August 18, 2012. Retrieved from, <
http://iteslj.org/Techniques/Chen-Games.html>
Darch, Kame. (2003). Instructional Classroom Management. (pages 127-
128). USA : Pearson Merrill Merrill prentice hall.
Daymut, J. (2009). Positive reinforcement: a behavior-management strategy.
July 18, 2012. Retrieved from
http://www.superduperinc.com/handouts/pdf/238_Positive
Reinforcement.pdf
Hughes, R. (2010, March 22). English Language Teaching Materials.
Cambridge University Press.
Huong, P. (2010, March). The Effect Of Using Language Games On The
Speaking Skills Of The First Year Students At Industrial Technology
College In BAC GIANG CITY School Year 2008-2009. July 20, 2012.
Retrieved from http://itctnu.edu.vn/
Uploads/Thesis/108_167_PHAM%20THU%20HUONG.pdf
Larrivee, B. (2005). Authentic Classroom Mamagement (p. 190-191). USA :
Rearson education,Inc.
Louma. (2004). Assessing speaking (p. 13). United Kingdom : Cambridge
university press.
Musacchio. The Importance of Positive Reinforcement in the Classroom. July
20, 2012. Retrieved from <
http://allisonmusacchio.wordpress.com/2011/08/04/the-importance-
of-positive-reinforcement-in-the-classroom/l>
Miller (August 4, 2011 ). The Importance of Positive Reinforcement in
the Classroom. July 20, 2012. Retrieved from
http://allisonmusacchio.wordpress.com/2011/08/04/the-importance-of-
positive-reinforcement-in-the-classroom/

6


Phuc, H. (2010, May 4). Definition of speaking skill. Hanoi : Vietnam national
University. (p. 16-17). July 10, 2012. Retrieved from
http://www.scribd.com/doc/32025892/8/II-1-1-Definition-of-
speaking-skill
Porter. (1992). Problem with speaking activities, Communicating Effectively in
English: Oral Communication for Non-Native Speakers. July 6, 2012.
Retrieved from http://www.scribd.com/doc/32025892/8/II-1-1-
Definition-of-speaking-skill
Vondracek. (2009, March 9). Using games in the classroom. June 25, 2012.
Retrieved from
http://ictacrossthecurriculum.wordpress.com/2009/03/09/using-games-
in-the-classroom/
Wright., David., & Michael. Games for Language Learning (p. 2-9). England :
Cambridge University.
Yin, M. (2000). Using Games in an EFL Class for Children : Why use game in
class time. Korea : Daejin University. July 28, 2012. Retrieved from
http://www.teflgames.com/why.html

Bio-data

The researchers are undergraduate students of English major from Faculty of
Education, Mahasarakham University, Thailand. The researchers are four
people namely Kirana Thiamyhaisong, Darunee Sriyangnok, Wantanee
Pongnak, and Aphithak Chanla. This research emphasized includes speaking
skill, learning by using game, and reinforcement technique.

Banchakarn Sameephet is a supervisor of this current research project. He had
several TEFL experiences in school and higher education settings covering
primary, secondary, and university level. Currently, he is a lecturer in TEFL at
the Department of Curriculum and Instruction, Faculty of Education, MSU. His
research interests include EFL teachers’ anxiety, EFL teacher development,
material design, classroom activity, teaching techniques, ICT in language
teaching, and English camp.

7

Improving EFL Speaking Skills with Games

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Improving EFL Speaking Skills with Games

Similar to Improving EFL Speaking Skills with Games (20)

More from Kirana Thiamthaisong

More from Kirana Thiamthaisong (14)

Improving EFL Speaking Skills with Games