THE EFFECTIVENESS OF LANGUAGE GAMES IN IMPROVING SPEAKING COMPETENCE OF JUNIOR HIGH SCHOOL STUDENTS

Speaking competence is one of the most essential skills in English learning, yet it remains challenging for many junior high school students due to limited vocabulary, low confidence, and anxiety in classroom communication. This study aims to investigate the effectiveness of language games in improving students’ speaking competence. A quasi-experimental design with pre-test and post-test control groups was employed. The participants were two classes of eighth-grade students in a junior high school, totaling 60 learners. The experimental group received instruction through language games for six weeks, while the control group was taught using conventional methods. Data were collected through speaking tests, classroom observations, and student questionnaires. The results revealed significant improvement in the experimental group’s speaking competence compared to the control group. The mean post-test score of the experimental group was higher, with notable progress in fluency, accuracy, vocabulary, pronunciation, and confidence. Effect size analysis indicated a strong impact of the treatment. Observations also showed higher student participation, greater motivation, and reduced anxiety in the experimental group. Questionnaire responses confirmed that students perceived language games as enjoyable, motivating, and useful for improving their speaking ability. In conclusion, language games proved to be an effective instructional strategy to enhance speaking competence among junior high school students. They not only improved linguistic performance but also fostered confidence, motivation, and active participation. Teachers are encouraged to integrate language games into speaking activities while ensuring proper classroom management and alignment with curriculum objectives.