Improving Students’ Speaking Skill through Guessing Pictures Games: A Classroom Action Research at State Junior High School No. 4 Amabi Oefeto Timur
DOI:
https://doi.org/10.59011/austronesian.5.1.2026.335-345Keywords:
Speaking skills, Guessing pictures games, Classroom Action Research, Game-based learning, EFL studentsAbstract
Students at State Junior High School No. 4 Amabi Oefeto Timur experienced difficulties in English speaking, particularly limited vocabulary, low confidence, and insufficient opportunities for oral practice. These challenges affected their participation and speaking performance in classroom activities. This study aimed to improve eighth-grade students’ speaking skills through Guessing Pictures Games during the 2025/2026 academic year. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, acting, observing, and reflecting. It involved 32 students and was conducted in two cycles, each comprising two meetings. Data were collected through speaking tests, observations, interviews, and questionnaires and analyzed using descriptive quantitative and qualitative approaches. The results showed an increase in the class mean score from 55.50 in the pre-test to 67.47 in Cycle 1 and 78.56 in Cycle 2. Based on the original achievement classifications, the number of students meeting the minimum passing criterion increased from 12 (37.5%) in the pre-test to 24 (75%) in Cycle 1 and 30 (93.75%) in Cycle 2. The findings indicate that Guessing Pictures Games, particularly when supported by collaborative preparation, can provide meaningful opportunities for vocabulary practice, description, and peer interaction. This study contributes practical insights into implementing accessible, non-digital, and collaborative speaking activities in EFL classrooms, particularly in junior high school contexts. It also demonstrates how reflective instructional adjustments can support classroom-based speaking development.
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