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

The aim of the coursework are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students.
The purpose of the coursework deals with Improving Students’ speaking ability through Communicative Language Teaching and using Communicative Games in the English lessons.
Speaking is one of the basic language skills that have to be mastered by English foreign learners due to its significant and its use for communication. It is very important to be able to speak English regarding that it is the most commonly accepted language in the world so that it will be very beneficial for those who comprehend it not only to improve their knowledge and skills but also easier for them to get a job. More than that, they will not find it difficult to communicate and
interact with people around the world when they travel (Gard & Gautam, 2015). In
addition, young learners of English may also giggle when they are embarrassed or when they are unable to understand the lesson (Byung, 2004). The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use. Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have. Then, they are also bored in learning English because the teaching-learning activities provided in a conventional way, for instance; the teacher asked the students to perform the text they have memorized. Furthermore, they also cannot speak based on their willingness because what they want to speak is structured by the teacher, in other words they just repeat the word that has been produced. Afterward, those problems make students get lazy or less ability to speak. Those cases are quite problematic considering that even though speaking is not included in final test, in daily teaching and learning activities it is involved in the scoring and become teachers’ concern and consideration in determining whether or not the students pass the subject. Therefore, the researcher considers that it is very necessary to find out an alternative way to create suitable and interesting technique related to the students’ condition. Perhaps this problem cannot be equated with the condition of students.