The Use of Digital Guessing Game to Improve Students’ Speaking Ability

This study investigated the effects of Digital Guessing Games strategy on students ‟ speaking ability of Islamic Senior High School students as well as to find out their perceptions of using it. In doing so, the subjects consisted of 44 students who were in tenth grade. Then they were divided into two equal experimental and control groups randomly (N=22). This study quantitative research method whereas pre-test and post-test were administrated to collect the data to find out the effect of implementing DGG on students’ speaking ability and the questionnaire was given to collect the data of students’ perception toward the use of DGG. The experimental group was taught by using DGG application, whereas the control group by using conventional guessing game. Analyzing the data through the independent sample t-test revealed the effectiveness of DGG application. The experimental group outperformed the control group of speaking narrative text. Furthermore, Islamic Senior High School students in Tasikmalaya had positive attitude toward utilization of DGG application.


Introduction
As the demands of 13th curriculum where students must be more active, creative, and have high order thinking competence and also technology has been used to both assist and enhance language learning. Teachers have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms to face the challenges of the revolutionary 4.0 era, including language learning. Patel (2014) cited in Yesilel (2016, p. 99). defined Technology-Enhanced Language Learning (TELL) as the study of applications of the technology in language teaching and learning. It refers to the use of the computer as a technological innovation to display multimedia as a means of complementing a teaching method.
Meanwhile, Bennett and Brown (2000) as cited in Ahmadi (2018, p. 118) asserted that the use of computer technology lead to the improvement of

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The Use of Digital Guessing Game to Improve Students' Speaking Ability teachers' teaching and learners' learning in the classes. The use of computer technology helps teachers meet their learners" educational needs. The application of computer technology enables teachers and learners to make local and global societies that connect them with the people and expand opportunities for their learning. They continued that the positive effect of computer technology does not come automatically; it depends on how teachers use it in their language classrooms.
Thus, it is important for the EFL learners to master English. Although it is a foreign language. Richards (2008) said that the mastery of speaking skills in English is a priority for many second-language or foreign language learners. It means, speaking is the essential aspect for the learners in learning a language. In the contrary, it's not easy to speak English fluently if it is not used in daily activities.
Because English is a language consist of a set of signals by which we communicate and it is an abstraction based on the linguistic behaviour of its users. Todd (1991) cited in Klippel (1994, p.72). In contrary, based on what the writer has found at the school where the writer teaches and similar to some previous study conducted by Magfiroh et al. (2018), and Anggreyni (2014) , there are some students' language problems such as they cannot sustain spoken interaction beyond short segments; they have lack of vocabulary needed to talk about common utterances' they have lack of communication strategies; they speak slowly and take too long time to compose utterances; they cannot participate actively in conversation; they speak English unnaturally, with poor grammar, and poor pronunciation. In this case the teacher should be precise to decide the teaching technique There are two core issues of the implication for teaching speaking that needs to be addressed in planning speaking activities for an English class; determining what kinds of speaking skills the class will focus on, and identifying teaching strategies to teach (Richard, 2008). Guessing game is a kind of a joyful and interesting game, which is almost loved by everyone. It can promote interactions among group of people. It is one of simple games which can be applied in the class involving all students. This is supported by many previous studies such as Maqfiroh, Fitriani, and Chairina (2018), Dewi, Kultsum, and Armadi (2017), Anggreyni (2014), Yusri (2013), and Virvou & Papadimitriou (2016). They had tried to conduct research by using guessing game technique to improve students" speaking competence successfully. It means that the technique is very useful for

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The Use of Digital Guessing Game to Improve Students' Speaking Ability teaching speaking and important for the English teachers to apply it in the speaking teaching and learning process.
Guessing game is a part of communicative language teaching approach (CLTA). It is best understood as an approach, not a method. It is based on the theory of the nature of language and of language learning and teaching. It is a system for the expression of meaning. Its primary function is for interaction and communication. So the goal of language learning and teaching is to develop communicative competence. The basic role of guessing games is very simple, one person knows something that another one wants to find out. The thing to be guessed can differ greatly from game to game. It can be a word, an object, an activity or many other things. Guessing games are useful in helping students practice logical thinking and asking questions (Zu, 2012).
The writer believes that one of the alternative strategies in teaching speaking is guessing game technique, in which the students are expected to be involved actively in speaking class activity. Guessing game technique is a simple game in which the participants compete individually or in the group to guess something. Furthermore, guessing game technique gave the students the chance to improve their speaking skill and give opportunities to each student in speaking during the time allocation.
Then, games can initiate learners to be creative and spontaneous in using a language. In addition, games can provide a relaxing atmosphere in a language class. The most important benefit of language games is they can minimalize students' anxiety to speak and use the language in front of their teacher and other students.
Guessing Game (GG) is one of the techniques that can be utilized for English teaching purpose. The process, among others are to help students easier in understanding the materials are several advantages of using GG in the teaching learning taught and practicing speaking in communication (Amato, 1998, cited in Maqfiroh et al, 2018 In addition, narrative text is a text which focuses on explaining the character on the story and entertaining the reader. As stated also by Dara (2006) cited in Birjandi and Malmir (2011, p. 10) "narrative text is a fictional text that aims to entertain the readers such as legends, myths, fairy tales, science fictions, roman novels and historical fiction". Generally, narrative text uses past tense to tell the story. Hence, narrative text is a text used to entertain the readers examples fiction, fable, legend and another story which is it not based on the reality of the life.
Based on the explanation above, the present research was conducted to find out the effectiveness of DGG technique in improving students" speaking ability and the students" perception towards the application of it. Two research questions are formulated as follow Is DGG technique effective to improve students' speaking ability? And How is the students' perception towards the application of DGG strategy?

Methodology
The research used quantitative method data collection (Crewell, 2012). For answering the first research question, the writer used Quasi Experimental Research design to know whether there is a significant difference in students" speaking ability between students who were taught by mean of DGG technique and those who were not. In fact, testing an alternative hypothesis (H 1 ) is required to prove this study. Furthermore in order to answer the second research question the writer applied a close-ended questionnaire to to reveal the students' perceptions about DGG Technique in improving their speaking competence.

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The This research was conducted at an Islamic Senior High School in Tasikmalaya.

The population of this research was all students of tenth grade in Islamic Senior High
School (MA) Cikasungka in academic year 2019/2020 which consisted of 44 students. The sampling technique of this study was simple random sampling. The total number of sample was 44 students. They were divided into two clasess XA and XB. All of them were grouped as experimental and a control group.
The quantitative data of this experimental research were obtained from the result of pre-test and post-test from both of experimental and control group in the form of narrative oral test by using extensive speaking assessment scoring.
Meanwhile, the close-ended questionnaire used for getting the data of students' perceptions were analyzed by using descriptive statistics analysis. The questionnaire was adopted from the previous study with the title "Improving the speaking skills through guessing games of the seventh grade students of SMP Muhammadiyah 1Seyegan Yogyakarta In The Academic Year Of 2012/2013 by Fitriana (2012).

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The Use of Digital Guessing Game to Improve Students' Speaking Ability

Findings
After analyzing the quantitative data gained from post test of the students were taught by using DGG and those who were not by using independent sample ttest (Burns, 2000), the results of the analysis were listed in Table 1as follows:

Table 1 The Results of T-Test
Based on the findings of statistical computation above it was clear that it can be interpreted that the value of t-observed (6.49) was higher than t-critical value (2.019). It means the alternative hypothesis (H 1 ) in this research was accepted. In other words, the null hypotheses (H0) was rejected.Therefore, it can be concluded that there is a significant difference in students' speaking ability between those who were taught by DGG and those who were not. In this case, students" speaking ability in experimental group was better than those in control group. Thus, the use of DGG can improve students" speaking ability at tenth grade of one of Islamic Senior High School (MA Cikasungka Salopa) in Tasikmalaya.
From the results of the analysis of the data gained from students' response toward Likert Scale close-ended questionnaire wherr there were 22 respondents who filled the close-ended questionnaire consisted of five statements, it was found that the students' perceptions towards using DGG technique on teaching speaking as follows. From the first statement, it showed that most of students (73%) N=16 strongly agree with the statement, and few students responded (27%) N=6 agree that students felt joyful and became interested in speaking through DGG. Thus, there were no students who responded disagree and strongly disagree.
It supported the findings of quantitative data in which students had a significant increasing result after they taught by using DGG. From students' responses of the second statement of the questionnaire, it showed that most students responded strongly agree with the statement whether they felt interested and improved their spirit on learning English or not by using DGG. It can be seen that the frequency

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The Use of Digital Guessing Game to Improve Students' Speaking Ability was (64%) N= 14 students answered strongly agree and (36%) N=8 students answered agree that they felt interested and improved their spirit of using DGG.
The third statement of the questionnaire is about students' perception after learning speaking by using DGG whether they had been motivated to speak English or not. Most students (64%) N=14 responded agree with the statement that after learning speaking by using DGG technique, they were motivated to speak English.
It means that DGG can motivate students to speak English.
Moreover, the forth statement of questionnaire is about students" perception of using DGG which was focused on students" improvement of speaking ability. The data showed that most students (68%) N=15 responded agree with the statement.
Thus, It can be concluded that DGG can improve students' speaking ability . It supported the findings of quantitative data gained from experimental research in which students had a significant increasing result after they were taught by using DGG.
Finally, from the last statement of the questionnaire that was given to students to know about whether it is important or not of using DGG in every the English lesson especially on speaking. The data showed most students (55%,) N=12 responded agree with the statement. This result was followed by 10 students who responded strongly agree or 45% from total response. Meanwhile, there were no students who chose disagree or strongly disagree with this statement. From this data, it can be concluded that DGG is important to use on learning process especially on speaking.

Discussion
According to obtained findings, it can be inferred that the students" perception of using DGG had influenced their speaking ability. The students became interested to learn, and speak by using DGG. After learning by using DGG technique, they were able to give more attention in learning process. It is same as the research finding from the previous study that had been investigated by Gros (2007), He had revealed that video games increase strategies for students' parallel attention. In addition, they were more motivated to speak and to learn English.
DGG made the learning become easy and joyful. The students were more interested to follow the classroom activities. Thus, the writer claimed that students" speaking ability could be improved by implementing DGG. It also was supported

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The Use of Digital Guessing Game to Improve Students' Speaking Ability by some findings of the previous that investigated by Anggreyni (2014) where she had revealed that guessing game technique was better in improving students' speaking skill, and the factors that influenced the changes of students' speaking skill were students" motivation, students" confidence and group discussion.
Moreover, from the findings the writer pointed out that DGG is one of suitable technique to improve students' speaking ability and also other ability such as listening, reading and writing because the learners engage for the classroom activity so the learners c o u l d be more active and creative. It was supported by Scoter (2004), He stated that the power of using digital cameras and images with students lied in their ability to engage students. He aslo claimed that the images stimulate curiosity and provide rich opportunities for language and literacy.
To sum up, based on both of the data quantitative computation from T-test analysis and the result of the data analysis from questionnaires responses there is a significant difference in students' speaking ability between those who were taught by DGG and those who were not. In this case, students' speaking ability in experimental group was better than those in control group. On the other words, the use of DGG can improve students' speaking ability at tenth grade of one of Islamic Senior High School (MA Cikasungka Salopa) in Tasikmalaya.
This study was in line with the study conducted by Anggreyni (2014)

Conclusions
Dealing with both of research questions that had been proposed by the writer in this study it can be concluded that there is a significant difference in students' speaking ability between those who were taught by DGG and those who were not. In this case, students" speaking ability in experimental group was better than those in control group. In addition, most students had good perceptions of the method of teaching. On the other words, the use of Digital Guessing Game was effective to improve students'" speaking ability at tenth grade of one of Islamic Senior High School in Tasikmalaya.
Referring to the conclusion, the writer gives some suggestions for the other researchers that this research is expected to give practice in developing the knowledge and skill in media by using DGG of teaching speaking in improving students" speaking ability. In further research, it can be used as media to develop and improve others skills such as listening, reading and so writing.
Furthermore, the findings of the research can be used by the teachers as a reference to improve their technique and media in teaching speaking and to find the most appropriate technique for improving the students' ability in speaking narrative texts. In further research, it can be used as media to develop and improve others skills and other genre of the texts such as recount, procedure, review, descriptive etc. Then, the findings of the research can be useful input for the students to improve their speaking ability and to motivate them to learn English for each skill including listening, reading, and so writing by varied procedures of DGG. Referring the findings and the conclusion above the writer recommend to broadly investigate the related issue by using online applications that can be more useful and interest for all generations. For example, canva applications, canvas students applications and many other applications that can be justified.

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The Use of Digital Guessing Game to Improve Students' Speaking Ability