The Effectiness of Train to Train Game in The Improvement of Speaking Skills of English Course Students: A Case Study at Ef Tanjung Duren
Keywords:speaking English, train- to-train game, students’ confidence
Article clarifies on how the students’ speaking abilities can be stimulated by Train to Train game. The writers create Train to Train game which covers three activities, those are drawing, explaining, and making chain story that can be done individually and also in a team. Twenty-four students have participated in this research and the writers use Train to Train game as an experimental tool in the class for forty-five minutes in each meeting. The writers collect the data from eight meetings inside the classroom twice a week in each class. The beneficial impact of the Train to Train game is evaluated by comparing the results of the pre-test and post-test. The questionnaires distributed to the students is used to obtain insights/ feedback from the students The result of the research proves that Train to Train game can stimulate the students to speak English more confidently, clearly, corectly, and fluently than before they practice the game.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Chandra, N. E. (2008). Teaching speaking skill through language games. Retrieved from http://pbingfkipunlam.wordpress.com/2008/10/21/teahing-speaking-skill-thorug-language-games/#more-184
Goh, C. (2009). Teaching speaking in the language classroom. Asian EFL Journal, volume 11 issue 3.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). England: Pearson Education.
Hong, B. T. M. (2006). Teaching speaking skills at a Vietnamese University and recommendations for using CMC. Asian EFL Journal, Volume 14 Teachers’ Articles, August 2006, Article 2.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. Retrieved March 19, 2010, from The Internet TESL Journal, Vol. XII, No. 11, November 2006: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
Kim, L. S. (1995). Creative games for the language class. English Teaching Forum, Vol. 33 No. 1, January-March 1995, p. 35.
Kong, Y. (2009). A brief discussion on motivation and ways to motivate students in English language learning.
Nolasco, R., & Arthur, L. (1987). Resources books for teachers: Conversation. Oxford: Oxford University Press
Qudsi, H. (2007). The teaching of speaking at SMA 4 Malang. Skripsi tidak dipublikasikan. Jurusan Sastra Inggris, Fakultas Sastra Universitas Negeri Malang, Malang.
Richards, J. C., & Rodgers, S., T. (2001). Approaches and methods in language teaching (2nd ed.). USA: Cambridge Univerity Press.
Scrivener, J. (1998). Learning teaching: A guidebook for English language teachers. UK: Macmillan Education.
Sprutt, M., Pulverness, A., & Williams, M. (2005). The teaching knowledge test course. Cambridge: Cambridge University Press.
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)