IMPROVING JUNIOR HIGH SCHOOL STUDENTS' SPEAKING SKILLS THROUGH THE USE OF INTERACTIVE GAMES IN ENGLISH LANGUAGE LEARNING AT MTS ASSYAFI’IYAH 03 SCHOOL

Abstract

This study aims to examine the process and outcomes of implementing interactive games to improve the speaking skills of Grade VII A students at MTs Assyafi’iyah 03 in English language learning. The initial problem identified was the students’ low ability in speaking English, which was caused by shyness, lack of self-confidence, and the use of less engaging teaching methods. To address these issues, two types of interactive games were applied: Scrambled Sentence and Continue the Word. The research employed a Classroom Action Research (CAR) design based on Kurt Lewin’s model, which consists of four stages: planning, action, observation, and reflection. The subjects of the study were 30 students of Grade VII A. Data were collected through observation and interviews. The results showed that the implementation of interactive games successfully increased student participation, reduced anxiety and shyness in speaking, and helped students speak more fluently and confidently. The students’ average speaking scores also improved significantly from the pre-test to the post-test. Therefore, interactive games can be considered an effective learning strategy to enhance English-speaking skills at the junior high school level.