Abstract This article focuses on using language games to enhance oral communication in upper primary school. The language games in this paper displayed two examples used by the teacher in their teaching. The first section highlights the introduction, rationale, aim and objectives to our KBSR syllabus. In the second section, it reviews the literature reviews, problems in oral communication and reasons for using language games. The third section highlight on advantages, disadvantages of using language games, and activities for language games. Finally in fourth sections, recommendations and conclusion have been discussed. Overall this paper is prepared to use language games in the teaching of oral communication in upper primary school in rural area in Malaysia. 1.0 INTRODUCTION At the beginning of my career 9 year ago as a primary teacher in rural school, I taught English as the way I’ve learned. I used most of the Structural Approach such as Grammar Translation, Audio Lingual Method, Drilling and practice in my teaching lesson. I found it most of my student feel exhausted due to this method. Although they able to write quite well, when it comes to speaking skills they turn of their tongue. The English Language Syllabus (KBSR Year 6 2002) primary school level has formulated to cover the four main skills, mainly Listening, Speaking, Reading and Writing. According to Gaudart (1996)” the inability of second language children to interact orally is a major concern of researches to communicate in the English Language.” This is because they lack confidence, probably due to their social background where English is seldom or hardly used as the medium of communication. Apart from that their mother tongue or L1 plays an important role in their daily lives. According to Pivec & Dziabenko 2010” The learning process should be interesting ,easy and it should be fun to learn, It also should fit with everyday task and the working environment in order to achieve optimum results”. Meaning t it is important to give prominence on the games to make communication successful rather than on the perfection or accuracy of the language. Therefore game should be integrated as a part of the language syllabus because they can help a student to sustain the effort of learning. Hence, this article is to show how language games can be used to teach oral communication more meritoriously. 1.1 Purpose Of Study Most of the students in rural area are reluctant to communicate or speak during English Lesson. This is because they are shy and lacking of exposure in the language. Moreover, most of htem came from the middle and poor families. Most of their parent work as farmes and fishermen.By using the language games to help to enhance and improve hteir oral communication skill in upper primary school is chosen to help the teacher using language games in their teaching and learning activities and also to motivate students in oral communication. 1.2 Rationale. Why use language games for improving oral communication? There are two reasons why language games are used .They are:- 1. To motivate and encourage students to learn English as well to make the lesson enjoyable. 2. To enhance the teaching impact. 1.3 AIMS 1. To encourage and motivate student’s performance in English 2. To create a friendly and enjoyable environment. 3. To make students feel more ease and relaxed to use the language. 1.4 OBJECTIVES. • To prepare students for effective listening and speaking. • To increase students’ interest in learning English language. • To make students feel confident in using the target language. • To enable teacher to access and improve the skills and ability the students to communicate in English. 2.0 LITERATURE REVIEW. Macdonough (1993) speaking is desire and purpose driven, in other word; we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinions, expressing a wish or a desire to do something negotiating or solving particular problem; establishing and maintaining social relationship and friendship.(pg52 , cited in Joji Miyauchi, 1991) Therefore, it is clear that the ability to use the language is more important than just gain knowledge of language. Language games are activities that provide opportunities for pupils to practice using the language, rather than focusing the correct form of the

language used. There are many effective teaching strategies and techniques can be used in the classroom to develop language skills. As defined by Wright (1979), games can be found to give practice in all the skills (reading, writing, listening and speaking), in all stages of teaching, learning sequence ( presentation, repetition, recombination ) and free use of the language and many types of communication. This is supported by Hadfield. (1987) she said that when games are used in the process of teaching and learning, games are used in the intensive language is practice by student to communicate during games activities. Hence, making the language used more meaningful. As an part of any language practice, it can also acts as a diagnostic tool for the teacher, highlighting areas of difficulty. Related to this, games can be used in English language lesson. This is because the elements in the games can be applied in the teaching. 2.1. PROBLLEMS IN ORAL COMMUNICATION Speaking is the most important step in learning language. However, students are afraid to participate in it because they are shy and fear of making mistakes. According to Norrish (1983) the most inhibiting factor in any formal learning situation is the fear of making mistakes. Owing to that, students feel adequate in their language abilities tends to protect their image by not participating in class communication. Thus, some teachers would agree that speaking skills is a difficult skill to teach and to encourage spoken language in the class is frequently an arduous task for the teacher, particularly in class activities. Other than that, environment the classroom plays important role in motivating the students to communicate. The large number of pupils, time management and syllabus itself are the factors cause in communication. Gaudart (1996) said that when the communicative syllabus introduced, there were protest from teachers who had been to use drills and reading sentences and phrases from books for their student to imitate. Only a few accepted the change. By using games it can be an alternative to the formal way of teaching. 2.1.1. Definition Of Listening and Speaking Speaking is a sound based communication using meaningful utterances. The Longman Dictionary of Contemporary defines speaking as the ‘ability to talk in a language to express thoughts aloud using voice”(p:826) As for listening , Widdowson (1978) is the perception of sounds that involves involuntary process which goes on as auditory capabilities are not defective. By definition ,listening involves the sense of hearing as the media of interaction. If this is so, the definition concurs with some assumptions made that listening is passive skills. However, this view is strongly opposed by W.M.Rivers (1968) who points out that listening is far from being passive skill but involves active cognitive procession. The fact is further sported by Finocchiarrio(1964) when she say: ”Listening-the first stage must be associated with meaning .Although people may be able to hear an intonation pattern or sequence of sounds and may be able to imitate ,no real listening will take place unless they relate the sound t a world, idea or action which has meaning .” Therefore , it is important to realize that listening is not merely hearing and paying attention by the sensory organ but it requires active participation of the cognitive interpretation, understanding, evaluating and responding. 2.2. REASONS FOR USING GAMES One of the reasons for the using language game in English is to Enhance pupils’ oral communication. Bryne, D (1980) states that language games can add fun and variety to conversation if the participants are fond of the games. Games are especially refreshing after demanding conversational activities. Owing to that, language games allow pupils to use the language to communicate with each other as well as to motivate and sustain them. Many students especially whose mother tongue in not English lack confidence. Therefore, they face difficulty in communicating orally in English. 3.0. ADVANTAGES OF USING LANGUAGE GAMES There are a few advantages in using language games as an educational tool in the process of teaching and learning English. The advantages are as followed: According to Wright, (1979), games help the teacher to create contents in which language is useful and meaningful. In fact, it is the

enjoyment of the game itself. A part of it, it can help and motivate many pupils to support their interest and work. Lee,S.K. (1995:35) said that games can change the role of teacher from formal instructor to a manager of activities. As a result, students enjoyed participation and inculcate a close relationship between students and the teacher. Additionally, he also said that games provide language practice in the various skills such as speaking, listening, reading and writing. Through an activity like playing games encourage the pupils to use all the four skills to make the lesson more practical. Through all the points on preceding paragraph, by using language games in oral communication in class, create a realistic relationship towards teacher and students in an activity. As a result, students gain accuracy and fluency in the language itself. 3.1. DISADVANTAGES OF USING LANGUAGE GAMES Although using language games is a good strategy in the process of teaching the English Language, it has 2 disadvantages. They are:- 1. According to Lee,S.K. (1995), having fun and laughter is not really learning. As the common perception is that learning should be serious and solemn in nature. This is due to the fear that the classroom would be noisy and seems out of control when games are being carried out during the lesson. 2. Rixon, (1981) added that preparation of materials for games especially if the class is large; thus causing students to have very limited opportunities to take part. This may cause some disciplinary problems in the class. Games are handled with fun. 3.2. ACTIVITIES FOR LANGUAGE GAMES Two games are chosen as examples for this paper. 3.2.1 Just a Minute Students are expected to speak on impromptu topic for a minute such as My Family. This game indirectly focus the students to speak out and when played regularly; since ultimately help improve the student’s ability in oral communication. Positive results may not be seen immediately as oral communication skills need time to develop. This game is suitable for teaching oral communication skills need time to develop. It can be effective when teaching topics such a describing, narrating, and expressing points of view. (Please refer to Appendix 1 for the detailed steps of the game) 3.2.2. Information Gap This game requires a student to ask questions in order to find out what is written. On the tags pinned to their backs. Students are forced to formulate simple questions in order to find out the answers. This indirectly helps them to speak out by asking questions, or through answering the questions asked by their classmates. It is suitable for primary students in Year 4, 5, and 6. (Please refer to Appendix 2 for the detailed steps of the game.) 4.0. RECOMMENDATIONS At the beginning of my career 9 year ago in primary school in rural areas Using language games in oral communication for primary students is an effective way to enhance students’ oral communication. A study by Lee, S.K. and Miyauchi, J. (1995/1991) stated that, games are a welcome break from the usual routine in the language class. They are motivating and challenging, as learning a language requires a great deal of effort. Games can help students to sustain their efforts of learning. Language games can provide students practice in various skills such as listening, speaking and reading. It also encourages students to interact with each other. There are many factors that need to be considered in order to improve the use of the English language. Some recommendations and solutions for the problem arise during the process. The biggest problem is the time. To overcome this, teacher should work together to organise workshops or courses on the language games. From the workshop, teachers can create the games for the classroom use as commercially produce ones would be expensive. This would help to overcome the financial. Second, the school should also buy or collect books that have a variety of language games .We know that number of student in the classroom is large. The classroom also small to occupy them. Teacher should organise the classroom in perfect way in order to carry out the activities. This is to make sure the students will involve in oral communication. This can derive them from feeling so bored by the monotony of the school day. Activities should be planned and carried out with the size of the classroom

and pupil enrolment in mind to make sure that all pupils are involved. Language game must be interesting and effective for pupils and used to motivate the pupils in using the language. Conclusion It is a quite task to make students speak English especially in the majority of Malaysian classroom in rural area .As it is an effective way to enhance students’ oral communication as well as a welcome break from the usual classroom routine which I found it is boring. So using games it provides students practice listening, speaking and reading skills and encourages interaction among student. Therefore, using language games is one of the strategies that can be applied in the classroom.