The Use of Guessing Game to Improve Students’ Speaking Skill

Abstract

This research investigates the effectiveness of using guessing games to enhance English language acquisition, particularly focusing on improving students’ speaking skill. Many learners struggle with speaking English due to its perceived complexity, leading to gaps in their language skills. To address this issue, a quantitative approach was used, involving 64 seventh-grade students from SMPN 3 Ngronggot Nganjuk. Data collection included pre-test and post-test evaluations, and analysis was conducted using the paired T-test. The research findings show that the obtained t-value (9.208) exceeds the critical t-value (2.042), leading to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (Ha). This indicates a significant and positive impact of using guessing games on English speaking proficiency. These results suggest that educators can use guessing games as an interactive teaching tool to improve students’ English speaking abilities.