Contents: Introduction Chapter I theoretical foundations of teaching speaking to pupils of junior form

Communicative Competence.
Communicative Games presents communicative competence that requires students to take part actively to speak with each other and involved them in real communication. It is intended to develop communication skill especially in speaking and listening. Cmmunicative skill means that students can improve their ability to accurately send and decode oral, written and non-verbal language. They encourage students to interact to communicate in class. The more students active to speak in the class, the better communicative competence they mastered.
Furthermore, games can increase students’ communication and cooperation with each other .It helps students become more socialized in teaching and learning process. It can be concluded that games are purposeful to construct cooperative relationships. The cooperative relationship can be both among students, and between the teacher and students. In Communicative Games, there is an interaction among the students, for example, when student asking and giving information each other and it makes them involves in verbal communication.
Equal Chance
Communicative Games give equal chance for the students. Communication games encourage and increase the learners’ active involvement [11]. It means, not only students with higher speaking skill, but also students with lower speaking skill can contribute in it, because usually only few students are active in the class and almost half the students stay quite. Communicative Games are effective because each student has the opportunity to speak in English without feeling afraid or shy. Communicative Games help the students
to be able to practice their speaking because it usually runs in pairs or groups. So, each student has a chance to speak in order to give and get the information they need.
Some main reasons to speak English in the classroom are to provide opportunities and practice. When the students play Communicative Games, they can speak English more because they can practice speaking actively and each student has an equal opportunity to speak. It means that when the students respond each other during communicative games, it has helped them improve the quality of their speaking skill.
English teachers have a responsibility to improve students’ English speaking skill; therefore the teachers must have a good teaching method in order to solve the problems faced by the students in learning English. The teachers also need appropriate techniques in teaching speaking to make the students capable of being active and creative in the learning process in the classroom. In order to create effective learning activities in the classroom, the teachers should focus on the students’ participation during the process of learning. Therefore, it can be said that one of the effective learning requirements in the classroom is that there is students’ participation i
English teachers have a responsibility to improve students’ English speaking skill; responsibility to improve students’ therefore the teachers must have a good teaching method in order to solve the problems faced by the students in learning English.
The teachers also need appropriate techniques in teaching speaking to make the students capable of being active and creative in the learning process in the classroom. In order to create effective learning activities in the classroom, the teachers should focus on the students’ participation during the process of learning. Therefore, it can be said that one of the effective learning requirements in the classroom is that there is students’ participation in the teaching and learning process.By doing this, the students’ difficulties will be able to be solved. Many teachers realize that the best strategy for motivating the students to communicate in English is by changing the situation in the class. By creating an interesting and motivating environment, the students are expected to be immersed in the activities given by the teachers. This idea is also supported by Bailey [2003: 48] saying that an ideal teacher should provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.