USING WEREWOLF GAME TO TEACH SPEAKING TO THE ELEVENTH-GRADE STUDENTS’ OF SMK MUHAMMADIYAH 2 PALEMBANG
DOI:
https://doi.org/10.31851/s12tbh63Keywords:
Werewolf Game, Speaking Skills, English Language Teaching, Game-Based Learning, Experimental ResearchAbstract
This study investigated the effectiveness of the Werewolf Game as a pedagogical technique for improving the speaking proficiency of eleventh-grade students at SMK Muhammadiyah 2 Palembang. The research examined whether integrating the Werewolf Game into classroom activities could produce measurable gains in learners’ oral English performance. The primary aim was to assess the extent to which the game influenced students’ speaking outcomes. A quantitative method with a true experimental design was employed, involving two groups: an experimental group and a control group. Students’ speaking abilities were evaluated through pre-tests and post-tests, emphasizing key aspects such as pronunciation, lexical mastery, syntactic accuracy, and interactive competence. The data were subjected to normality and homogeneity testing, followed by independent samples t-tests. The results demonstrated a statistically significant enhancement in the speaking skills of students exposed to the Werewolf Game compared with those in the control group, as indicated by p-values of 0.008 and 0.014. These findings affirm that the Werewolf Game serves as an effective and engaging medium for developing oral communication skills. It promotes active involvement, boosts learners’ confidence, and creates an enjoyable learning environment, thereby positioning it as a valuable instructional strategy for teaching speaking in English language classrooms.
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