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Games are activity that can enhancing great interest to the students to develop their speaking skill. There are a number a factors that influence whether an individual will get success in second language learning. One of them is motivation. This factor can be classified into two categories namely extrinsic motivation and intrinsic motivation. In intrinsic motivation, there some factors affecting, they are physical condition, method or technique used by the teacher. The purpose of this research is to see the influence of using games to establish students‟ participation in speaking class.
The research was pre-experimental research design. It was carried out in a population of 120 students at the third semester of English department of FKIP Uniska Banjarmasin. A cluster random sampling was done to select two classes out of the six classes. There were 41 students as the sample of this research, 20 students from class A and 21 students from class D. All them met criteria to be included in the analysis.
The data collection involved the instruments, namely pre-assessing of participation and post assessing of participation. Pre-assessing of participation sheet was distributed to know the students‟ participation in learning speaking before using games while post-assessing of participation sheet was distributed to know the students‟ participation in learning speaking after using games. Data collected for a month starting September 18 October 18, 2012.
To achieve the purpose of the present research, the data were analyzed by using percentage technique of Likert scale to see the differences of students‟ participation before and after using games in learning speaking. The result turned out to confirm that games are effective to establish students‟ participation in learning speaking.
When the result of self assessment of participation of students were further compared using percentage technique of Likert scale, the result found that students who are taught speaking using games have better participation than before using games.
Based on the findings, it is then concluded that games are affective to establish students‟ participation in learning speaking. Therefore, it is recommended that games should be used in teaching speaking. Moreover, it is also recommended that further research can be conducted with larger population and sample.
Key words: game speaking, students participation
