Teacher's Experience In Teaching Speaking Through Word Chain Game For Elementary School Students

Izzati, Nurul Maulida (2023) Teacher's Experience In Teaching Speaking Through Word Chain Game For Elementary School Students. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Word chain games are one of the most practical strategies a teacher can employ in classroom learning. In the aspect of English learning, word chain games have a role that can help students train speech or as teaching strategies. The study examined how teachers give English studies, especially teaching speaking in class through word chain games. There are elements to be noted for organizing games in English learning cited by Deguang Zhu. The study involves qualitative methods. Among the instruments for data collection in this study are interviews, observations, and documentation. In analyzing the data, it employs the Braun and Clarke theory. The study was conducted at one of the primary schools in Pekalongan, Central Java, Indonesia. Data was obtained from one participant who had a background in English education with a bachelor's degree and an English major who had used word game strategy several times for the classes she was holding. The researcher added two students to be the second source and helped the data from the participant. The two students were 4th grades whose English teacher was the participants of this study. The results of this study indicate that participants used all four essential elements in organizing a game to teach speaking in English learning. The four elements are setting time of the game, adjusting the game to student interest, preparing the game, making two teams in the game. The steps for playing word chain includes: the teacher giving instruction how to play game, setting time around 3 minutes, making two teams, counting the words that students get, practicing speaking together in front of class. During the application of the word chain game strategy, participants experienced some difficulties. There are three difficulties at hand: students who are bored, students who are not interested, and students who rarely practice speaking after the game is over. Researchers hope that this study can be a reflection and evaluation of word chain games as a teaching strategy.

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