Abstract

Speaking is an interactive process of constructing or creating meaning that involves producing and receiving and processing information. This research was conducted to determine the effectiveness of game-based activities in improving the level of confidence of students in speaking in English using colloquial words. The One-Group Pretest-Posttest-Only Design Quasi-Experimental through Wilcoxon signed-rank test was used to analyze the pretest and post-test results. Data revealed that the student’s level of confidence was improved after employing the game-based activities in learning the English language as indicated by the statistical test results. Knowing the effectiveness of game-based activities, teachers may use this in strengthening the speaking confidence of the students, while doing casual conversations, and engaging them in interactive learning. Thus, game-based activities are imperative in improving the speaking confidence of the students in using the English language. This is necessary in guiding and helping the teachers in addressing the growing concern about the English proficiency of the students particularly in speaking the language.

1. Introduction

Speaking is an interactive process of constructing or creating meaning that involves producing and receiving and processing information ¹. Also, speaking is crucial for many reasons, but one that stands out is that speaking is a tool for expressing thoughts, opinions, intentions, or a desire to accomplish something, for negotiating or resolving conflicts, and building and maintaining friendships and other social bonds. Furthermore, speaking is a basic skill and it is essential in basic communication. Foreign language teaching and learning see this, as a bridge of communication ².

As Gate ³ explained, speaking is a skill which deserves attention in every bit as much as literary skills, in both first and second language. It is the skill students are frequently judged. It is also the vehicle par excellent of social solidarity, social ranking, professional advancement, and business ⁴. Teachers do employ various modalities to help and encourage students in speaking English. As Harmer ⁵ stated, the communicative approach was used by the teacher to redirect the focus on grammar and vocabulary rather, than emphasizing the significance of the function of language. In other words, these activities will involve students in real communication, where the achievement of their communicative task is more important than the accuracy of the language they are using.

English is the most commonly accepted language in the world. Due to its importance and use in communication, speaking is one of the fundamental skills that English language learners should master ⁶. Fluency in the English language could give numerous benefits such as vocabulary skills, communicative competence, and exchange of ideas ⁷.

However, learners are often afraid to make mistakes in speaking and to be ridiculed in class. Moreover, they only respond in short phrases due to shyness and lack of confidence. Young English learners often giggle when they do not understand the lesson. The following findings were found in several Asian countries in which English is taught as a foreign language ⁸.

The issues experienced by English language learners include psychological, social, and linguistic issues, according to Scarcella ⁹: (1) the conflict between fluency and accuracy: Though a student may gain confidence in using the new language by being left uncorrected, his language will continue to be inaccurate or incorrect; (2) lack of confidence: Apparently, some students feel uncomfortable in their first hesitant attempts at a speech in the second language; and (3) pronunciation: The most prominent problems are: phonetic confusion, interference from the written form, interference from the mother language, and failure to use the weak forms.

However, a social phenomenon occurs when the use of any language in communication shifts and gets modified over time. Language could be classified into two: standard English as used in formal style of speech, and informal as used in informal style of speeches using non-standard English. Colloquial is a single word or a group of words that uses an informal speech style ¹⁰. Colloquial is included in informal English. The literal meaning of colloquial according to the Oxford dictionary is a word and language used in conversation in informal speech or writing ¹¹.

Accordingly, colloquial is an informal word or expression which is more suitable to use in speech than in writing ¹². Colloquial speech refers to the total set of utterances in a familiar, informal context such as at home, at a place of relaxation, or in the workplace ¹³. It means that informal English is called colloquialism since it is often used in daily communication, e.g., when people are talking to a person who has close relationships such as family or friends.

Colloquialism as a strategy in framing speaking confidence is already incorporated in educational games as used in the teaching-learning process. It is believed that students enhance their social skills, problem-solving, and comprehension in using game-based activities. Aptly, game-based learning is often more effective than traditional teaching methods. This, however, calls for the students’ motivation and direct participation. It was concluded that the concentration of learners improves drastically ¹⁴.

Several studies agreed that games have great potential in learning environments and educational tools that promote learning ¹⁵. For Andrew Wright ¹⁶, language learning involves a hard work. Effort is required at every moment and it must be maintained over a long time. Games help and encourage many learners to sustain their interest ¹. By integrating learning and playing, students can meaningfully practice the learned linguistic knowledge. This could give a natural opportunity to work collaboratively and communicate fluently with one another ¹⁷. Furthermore, the study conducted by Armadi ¹⁸, identified problems experienced by the students in speaking English, i.e., fear of judgment, lack of confidence, committing mistakes, boredom, and laziness.

This study attempted to analyze speaking skills as affected by game-based activities in the context of communication and how colloquial words or conversations help students to improve their speaking skills. The findings of the study are expected to be one of the references for teachers and students in improving the students’ speaking skills in English.

This study is designed to determine the efficacy of a classroom-based intervention program in improving the speaking confidence of students in English, the project SPEAK UP.

Specifically, it aimed to: (1) determine the pretest and posttest scores of the students in their confidence in speaking English; (2) evaluate the significant difference in the mean score of the students in their pretest and posttest in terms of their speaking confidence; (3) evaluate on the effect size of the implemented SPEAK UP on the speaking confidence of the students in English.

This study was anchored on Chomsky’s Linguistic Theory (Figure 1) and Piaget’s Language Learning (Figure 2). According to Chomsky, Linguistic Theory is primarily concerned with an ideal speaker and listener in a completely homogeneous speech community who speaks and understands the language perfectly and is unaffected by grammatically irrelevant conditions like memory constraints, distractions, shifts in attention, interest, and mistakes when using his knowledge of the language in actual performance ¹⁹. Chomsky asserted that the human brain has some basic language. It assumed that language is the capacity for understanding and expressing ideas. Even when two people have the same information, there is still a discernible difference on how well they can communicate that knowledge.

In Piaget's Language Learning Theory, a learner has to understand a concept before he or she can acquire the particular language form which expresses that concept.

There are three different categories of colloquialisms, according to Tabrizi ²⁰, which include words, phrases, and aphorisms. When people use the dialect of their distinct regions when speaking, this is referred to as regional differences. When people use different varieties of English from different groups, this is referred to as contractions. When people use the word impolite or oath, this is referred to as profanity.

On the other hand, Partride ²¹ identified five different categories of colloquialism. They are in the form of:

1. Single word. A single word is typically used as an informal word in daily discourse. Spear's NTC's Dictionary of American Slang and Colloquial Expressions ²¹ is used to determine whether a word is a colloquial expression. Examples are dude, nasty, and cool.

2. Clipped words. A clipped word has been created by shortening the original word. The original term is made shorter by dropping one or more syllables, like in the cases of phone, bike, and exam.

3. Short picturesque words for technical terms. It is a brief, lovely word that is used to refer to other technical terms such as visuals like bugs and flowers.

4. Contractions. Contraction is the process of shortening one or more words by leaving out internal letters. "We'll" or "can't" are a couple of examples.

5. Verb-Adverb. Combinations (compound word) this combination includes a verb and an adverb, like put out.

Furthermore, the study by Hasanahi ²³ found that the use of colloquial words could improve students’ speaking skills. The teacher believed that using colloquial words was able to improve students’ vocabulary and also increase students’ confidence in the speaking field based on their assessment. Additionally, Rivas’ research revealed that using game-based tasks in the classroom helps students maintain or at least build a strong vocabulary foundation that will allow them to engage in speaking activities ²⁴. The student’s interest in the suggested games served as the foundation for their desire to learn new words. The results of these studies are supported by the study of Dewi et al. ²⁵. The results of their study showed that there is a significant improvement with a mean score of 60.24 in the pretest and reached up to 78.77 in the posttest. This implies that communicative games improved student’s confidence in speaking English. The researchers used the foregoing theories to shed light on improving the confidence of students in speaking English through colloquial conversation in game-based activities.

2. Methodology

The researchers employed the One-Group Pretest- Posttest-Only Design Quasi-Experimental in which the same dependent variable is examined in one group of individuals before (pretest) and after (post-test) treatment ²⁶. This enabled the researchers in the study to determine and understand the effects of game-based activities through colloquial conversations on the student’s confidence in speaking English.

In this study, the focus was to determine the speaking confidence of the respondents before (pretest) and after (posttest) the administration of game-based activities through colloquial conversations. The game-based activities conducted by the researchers were storytelling and guessing games.

The study was conducted in Barangay Banuar, Cabarroguis, Quirino at the Brgy. Session Hall. The participants of the study were high school students. The participants were composed of male and female students who were selected according to their grade level. The researchers obtained the grade 7 students who are currently enrolled in a select public high school in Cabarroguis, Quirino. Due to the limitations brought about by the pandemic, the researchers employed purposive sampling method.

In this study, the researcher utilized author-made questionnaires based on the study of Nunan’s Needs Analysis Questionnaire ²⁷, and Finch Confidence in Speaking English Language Questionnaire ²⁸. The researcher employed game-based activities used namely: story-telling and guessing games.

According to Meng ²⁹, game-based technique is very important as it enables the continuation of dialogue and thereby supports the speaking activity. Each game-based activity requires every student to participate in the games.

The researchers gathered the data needed for the study through a face-to-face survey. The researchers floated the questionnaire (before the pretest) and after conducting the game-based activities (posttest). The researchers produced a hard copy of the questionnaires. Additionally, the researchers decided to administer the questionnaires to the select participants during their free and convenient time.

It is important to note that the participants voluntarily participated and were provided with informed consent. All participants were given the right to withdraw at anytime. Moreover, the researcher included instructions in the questionnaires.

Moreover, in conducting this study, the researcher followed The Kurt Model of Action Research of Kemmis and Mc Taggart ³⁰:

The Intervention Program – SPEAK UP (Strengthening Speaking through Colloquial Conversations in Powerful and Engaging game-based Activities and Knowledge Upscaling Programs). The intervention's purpose is to increase students' confidence to speak the language and openly express their views. This motivates the students since the intervention exposes students to their surroundings through various games in each session. Furthermore, this is expected to help them acquire and speak the language. Hence, the intervention addresses the problems in fluency, accuracy, lack of confidence, and pronunciation. Therefore, the game-based activities are expected to bring positive results on the confidence level of grade 7 students.

3. Results and Discussion

Presented in Table 3 are the pretest and posttest results on the students’ speaking confidence. As it is shown in the table, the speaking confidence of the students prior to the implementation of the intervention, SPEAK UP, is very low compared to their confidence index in the post-test. The mean difference, 9.85, suggests a great margin to be considered. Apparently, the z-value and the p-value present convincing data on the known improvement of the students along with their speaking confidence in using the English language. Thus, it can be said that SPEAK UP, in the context and parameters of this study, improved the speaking confidence of the students. Hence, the null hypothesis which states that there is no significant difference between the pretest and posttest mean scores on the speaking confidence of the respondents is hereby rejected.

The foregoing results construe with the studies of Basic ³¹ and Bagagnan ³². It was concluded that practicing speaking is now an important aspect of English education that helps students increase their speaking confidence. Further, Heyde ³³ concluded that a higher degree of self-confidence is favorably associated with speaking skills.

Presented in Table 4 is the effect size of the project SPEAK UP on the speaking confidence of the respondents. It shows that there is a medium effect of the intervention. According to Cohen’s criteria ³⁴, the value of r shows that there is a medium effect of Project SPEAK UP on the mean scores of the students in their speaking confidence in English. This implies that the provisions of Project SPEAK UP impacted significant effects on shaping the speaking confidence of the students. Thus, it can be inferred that the provisions of Project SEPAK UP are significantly effective in raising the speaking confidence of the students.

The foregoing results along the effect size of a game-based strategy construe with the study of Gapasin and Bautista ³⁵. In their study, they concluded that game-based strategy boosts students’ communication skills effecting a great impact on using English as a medium of communication. Thus, they recommended gamification in education.

4. Conclusion

This study concentrated on the confidence of the students in speaking in English, which is regarded as very significant, especially during this current age. Based on the overall findings, it can be concluded that SPEAK UP, a game-based intervention program, improved the speaking confidence of the student respondents. Thus, it is further concluded that the intervention brings a medium effect on the respondents’ speaking confidence.

5. Implications to Theory and Practice

The main aim of this research study was to address the lack of research evidence on the confidence in speaking in English of students in the locality. The growing concern about the English proficiency skills of the students and the current gaps in knowledge about the alternative medium to teach English such as game-based activities, and the confidence of students prompted the researcher to conduct the study. This intervention could eliminate or lessen the barriers experienced by the teacher, and students both internal and external factors thus, strengthening their speaking skills while engaging in a colloquial (casual) conversation. Supported by sufficient data from this study, the teachers should use a variety of game-based activities in the teaching-learning process such as guessing games, storytelling, puzzle, and rally games. Future researchers could use this to venture into other aspects of language learning in their future studies such as grammar, vocabulary, pronunciation, and lexical meaning.

Furthermore, an in-depth study on how game-based activities enhance the speaking confidence of the students should be done. Due to the limitations brought by the pandemic, the researcher proposed that the study should be conducted in a wider scope of the population. This intervention could also be beneficial in addressing other macro skills (Writing, reading, and listening) based on the researcher’s observations.

References