THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING DESCRIPTIVE

FOR SEVENTH GRADERS OF SMPN 1 TURI

THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING

DESCRIPTIVE FOR SEVENTH GRADERS OF SMPN 1 TURI

Yusuf Dwi Prasetyo

English Education, Faculty of Languages and Arts, State University of Surabaya
yusufprasetyo@mhs.unesa.ac.id

Abstrak
Berbicara adalah satu dari empat kemampuan yang vital dalam bahasa inggris; namun, dalam mengajar
berbicara tidaklah semudah yang dibayangkan, apalagi dengan ditambah kebiasaan siswa yang cenderung
pasif. Dengan memakai game Connecting Words, guru dapat mengajak siswa untuk aktif menggunakan
kemampuan berbicaranya dengan kegiatan yang menyenangkan serta memberikan kesempatan untuk
memakai dan mengasah kemampuan mereka tanpa harus khawatir dengan ketersediaan media. Tujuan
dari peneltian adalah untuk menjelaskan bagaimana game Connecting Words diterapkan untuk
mengajar berbicara dalam konteks teks deskriptif bagi anak kelas tujuh SMPN 1 Turi dan bagaimana
siswa menanggapinya. Penelitian ini memakai metode deskriptif kualitatif serta memakai lembar
observasi untuk mencatat aktivitas dalam kegiatan belajar mengajar, disertai interview dengan guru untuk
menambah data; dan beberapa siswa diinterview untuk dimintai pendapatnya tentang penerapan game
Connecting Words dalam proses pembelajaran. Hasil menunjukkan bahwa guru mampu menerapkan
game kedalam kegiatan pembelajaran dalam konteks berbicara teks deskriptif. Respon dari siswa yang
dari interview menunjukkan bahwa mereka cukup senang dengan penerapan gamenya; mereka setuju
kalau dengan memeaki game, mereka diberi kesempatan untuk berbicara dan berlatih teks deskriptif serta
gamenya memberi kesan baik dalam merubah keadaan kelas dari kegiatan pembelajaran yang
membosankan.
Kata Kunci: Berbicara, Game, Game Connecting Words, Teks Deskriptif

Abstract
Speaking is one of four important English skills; however, teaching speaking is not exactly easy with the
students often being passive. By using Connecting Words game, teacher can encourage the students to
actively use their speaking skill with fun and engaging activity, which also give them opportunity to use
and hone their skill, without worrying about media. The goals of this study are to describe the
implementation of the Connection Words game in teaching spoken descriptive text for the seventh
graders of SMPN 1 Turi and to describe the students responses towards the game. This study uses
qualitative descriptive research. Through observation notes the researcher described the teacher and
student activities during the class, followed by interview with the teacher to get more data. Then several
students were interviewed for their opinion toward the implementation of Connection Words game to
teach spoken descriptive text. The result showed that the teacher managed to implement the game into
teaching learning activity to teach spoken descriptive text. Students responses obtained through interview
indicated that they were fairly positive with the game. They agreed that the game gave them opportunity
to speak and practice on descriptive text as well as providing good change of atmosphere to break the
monotony in teaching learning activity.
Keywords: Speaking, Games, Connecting Words Game, Descriptive Text.

INTRODUCTION level of education, either formal or informal, for English

In current time, English has become a bridge for
international understanding, and absolute necessity for
people to face modern era where first language is simply
not enough to express and understand others language.
Therefore, English as second language is taught in early
is covering so many aspect of life such as tourism,
teaching, technologies, politics, etc. English language can
be divided into four skill, listening, reading, speaking,
and writing, each skill must be taught integrated with
another, for one skill always linked with another.

1
 RETAIN. Volume 05 Nomor 01 Tahun 2017, 71 - 79
Mastering speaking maybe harder than other skill,
as speaking skill is occurred during real time/event, and
often spontaneous (Nunan, 2003:48) as well as connected
to person mental conditions such as mood, determination,
and preparation. So teaching speaking for students might
be need various approaches depend on the situation
encountered. According to Johnson (1975:81-82) there
are generally five components recognized in the analysis
of the speaking process: 1.pronunciation (including
segmental features, vowels, consonants, stress and
intonation patterns)2. Grammar 3. Vocabulary. 4. Fluency
(the ease and flow of the speed) 5. Comprehension.
However, it does not mean that the students have to
master their language components first before they
practice to speak, but hey can improve their language
component by practicing speak. So, English teacher
should not give explanation about the language but they
also have to give the opportunities to give the target
language.
Descriptive text, is one of important subject in
English class that have been taught along with other type
of text that essential in real life, by describing someone or
something, students can attempt to communicate with
others. Rivers (1970:192) states there are three common
problem during speaking class:
1. They have nothing to say
2. The teacher may have chosen the topic, which is
uncongenial to them or about which they have
nothing to express whether in the native
language or the foreign language
3. They may be very conscious of their limitation
in the foreign language or the feel that by
expressing themselves open to ridicule.
The students also dont have enough opportunities
to practice nor hear English spoken to enrich their skill
outside the classroom (Araujo, 1991). Hence, the students
should be more involved with speaking activities,
actively speaking with support of the teacher by using
any means necessary to make them interested.
We know that achieving knowledge cannot be
forced and must take place naturally, interesting to learn,
and avoiding boring situation, by creating various
activities based on real life to enable the students using
their language (Savignon, 1982:34). In accordance with
that problem, many teachers uses various media and
techniques to keep the class interesting as well as
educational by using projection screen, music box, or
even called English native speaker; however, not all
school capable of using same media due to various
reason, such as locational problem, equipment
availability, or electricity problem. One of school in
Lamongan, SMPN 1 Turi, is one of few school that
encounter this problem and as the result, using game
known as Connecting Words to make teaching and
learning activity fun, engaging, and give the students
opportunity to practice English, enrich their skill and
encourage them in creating and speaking descriptive text
without afraid of problem such as media or electricity.
The Connecting Words game is a combination of
guessing game and realia that combining competitive
game using media that easy to access, widely available,
and low cost, the game was designed as individual
competitive game with several rules involved. By taking
account of the flexibility of the media used in guessing
game, Connecting Words created as a game that can be
implemented to all school without fear of limitations such
as availability and complexity of media by pairing with
realia that already present, or to be more specific, the
participants itself. Robert (1990:68) stated that by using
students can learn how to decoding element of visuals
and translate it into verbal language.
Therefore, the researcher used a game namely
Connecting Words game, to teach spoken descriptive.
As game give the students an opportunity to put language
in practical use (Halliwel, 1992:6), encourage them to
keep their interest and work (Wright, 1989:1), and also
provide them freedom of expressing themselves in
language which lead them to create framework of
spontaneous, communicative creation (Rivers, 1970:6).
By seeing the object directly and know its true nature that
students will believe and understand it; and in descriptive
 THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING DESCRIPTIVE
FOR SEVENTH GRADERS OF SMPN 1 TURI
text, providing an object that can be interacted will give
the students vivid picture of the object. Giving visual
illustration let the students get many information, and
they turn that information into a verbal massages that
describe someone/something, they can also use that
information as a tool to communicate with others and
able to express their thought, and by combining realia
with guessing game will caught students interest as well
as encourage them to compete with their friends while
keeping the tension low.
Finally, based on the thesis above there are two possible
research questions that the researcher were able to take:
a. How is Connecting Words game applied
to teach speaking descriptive for seventh
graders in SMPN 1 Turi?
b. How are students responses toward the
implementation of Connecting Words
game to teach speaking descriptive in
SMPN 1 Turi?
By conducting this research, the researcher hopes
that teacher able to use other means to teach speaking by
using Connecting Words game, as well as making
teaching learning activity more interesting, and encourage
students to speak during the class. This research provide
the reader with description and information about how to
use the game as an alternative way to teach spoken
descriptive.
RESEARCH METHOD
The researcher used descriptive qualitative method
to acquire the information, by noting down data such as
the behavior, written form, or spoken words that could be
observed (Bodman and Taylor in Moleong, 2003:3). In
this research, the researcher studies the implementation
of the Connecting Words game to teach descriptive text
for seventh graders. Then, the data written in form of
descriptive text.
The subjects of the study were Mr. Sofyan; an
English teacher for seventh and eighth grade students
from VII G class of SMPN 1 Turi, and five seventh grade
students. Mr. Sofyan choose VII G class to implement the
3
game because the class has fairly balanced score in
English test, he often used this game as either media or
ice-breaking activity to teach spoken descriptive text,
depending on the situation he was in. This school was
chosen by the researcher because the teacher already
implemented the game in teaching and learning process.
The data of research were based on the result of
observation notes and interview. The researcher observed
the implementation of Connecting Words in two
meetings and followed by interviews. The researcher
interviewed the teacher for the additional information
related to implementation of the game, observing the
teaching learning process using the game itself and
interviewing the students to find out their response
toward the implementation of game. By using
observation field notes in observing the implementation
of Connecting Words game to teach speaking
descriptive for seventh graders of SMPN 1 Turi, the
researcher recorded the application of Connecting
Words game in teaching spoken descriptive, and result
from interview with teacher became secondary data to
strengthen the result. Then, five students were
interviewed by the researcher to find out their response,
the interview has a guideline but could be expanded if it
deemed necessary, the data contains the students
responses toward the implementation of this game for
teaching English.
The data were obtained during the teaching learning
activities and students responses. The observation field
notes which result of teacher-students activities during
implementing Connecting Words game in teaching
spoken descriptive were analyzed in descriptive form and
interview from both the teacher and students, the data
that being described are about classroom activities related
to the implementation of Connection Words as well as
responses to the game to determine whether the goals
successfully achieved or not.
To analyze the data, the researcher need to lessen the
data first, by shorten it into more specified and organized
data that acted as a conclusion by whether creating a
summary, merging, or choosing the data that represent the
 RETAIN. Volume 05 Nomor 01 Tahun 2017, 71 - 79

whole result. Then, carefully choose which data that avoid identical sentences, but still can be reused
should be put it into a table for later conclusion. Finally, later on.
after specified data have been drawn and being put on 4. Students are not allowed to ask their friends to
table to create a final outline, the researcher can draw a help them creating a sentence, but allowed to ask
conclusion for the final result. (Miles & Huberman, the meaning of certain words or using a
1944:10-15) dictionary.
5. Other students are not allowed to provide help in
RESULT AND DISCUSSION form of creating sentences; they are, however,
The Implementation of Connecting Words Game allowed to help their friend as showed in point 4.
Before starting the game, the teacher tried explain 6. Teacher is acting as observer, he will not provide
what Connecting Words is and its connection with
any assistance for students except pointing out
descriptive text by giving some clues; Then, he asked the
their errors; but every once in a while, he will
researcher to accompany him and gave the students
acting as facilitator and provide a sentence using
example of describing someone using different adjectives
different adjective and noun to avoid monotony
to give them rough picture on how the game will be
during the game.
played and made them recall what is descriptive text, he
Since the game rules and examples were already
explained that by giving them a short recollection of
given earlier, the teacher jumped straight to the game.
previous topic and an example would gave the students
The teacher began the game by providing initial adjective
the basic idea on what kind of activity they will work on.
and noun to be used in form of sentence, then pointed
its just as you said, I give them explanation
student sat in right side on first row to start the game.
first, then examples; that way, the students will remember

what they have learnt before. And even if they still do not Teacher : Mr. Yusuf is very tall, he is 196cm and
remember, we can always use examples to remind has long fingers.ayo, come on,
them With this, I am sure students will get a firm grasp lanjutkan (pointed at student sat in the
on the material. Nah. Examples also can be used as right side)
Student 1 : Aku pak? UmtallAnis has tall
first step to start the game; rather than explaining,
hair! (students laughing) eh? Oh!
students will get the idea better if they just involved in
maksudku long hair! Ayo wayahmu!
the activity
Students 2 : (looking at student 1) rambutmu iku
Afterward, the teacher spoke with the students to
panjang juga ya -eh, gak boleh lagi ya?-
decide penalty / punishment by discussing it with
apa bahasa inggrisnya kriwul? (students
students before proceeding to explain the rules of the
talking) curly? Iya ta? Bahri have short
game. The rules of game are written below:
and curly hair. Bener kan?
1. Each student was given 15 seconds to create a
Teacher : Mr. Yusuf is very tall, he is 196cm and
descriptive sentence based on their friend sit
has long fingers.ayo, come on,
next to them.
continue (pointed at student sitting in
2. Students are limited to use adjective or noun
the right side)
from students latest sentence; but that does not
Student 1 : Me sir? UmtallAnis has tall hair!
mean they have to use both same adjective and
(students laughing) eh? Oh! I mean long
noun.
hair! Ayo it is your turn!
3. Same adjective or noun cannot be reused for Students 2 : (looking at student 1) your hair is also
twice in a row after the original sentence to long eh, I cannot use it again, right?- what
 THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING DESCRIPTIVE
FOR SEVENTH GRADERS OF SMPN 1 TURI

is the English for curly? (students talking) critical so Time Class became
curly? Is that so? Bahri have short and and strict. limit becam noisy,

curly hair. Is that correct? creativ Class was e the

e. became quite noisy. sentenc
Gradually, the sentence made by students were Time noisy short. es made

starting to become bland, since they used similar words limit someti
was mes
and noun repeatedly; to solve this problem, every once in
quite similar,
a while the teacher provided a new adjective or noun by
short. and
creating a new sentence with the researcher. Some
only
students that unable to create a sentence and given
uses
penalty that had been decided together before, they were words.
called to stand forward and ordered to dance; teacher Whether Yes. Yes Yes Not Yes

assumed that by providing penalty, it is a good way to it can sure

help them
break the possible tension built up during the game.
to be
actively
The Result of Students Response
participat
To answer the second research question, students
e.
were interviewed after class ended to get specific answer Whether Yes Yes Yes Not No

related to their opinion towards the game; the results are the game sure

presented in Table 4.1 can

encourage
Students
Questions Rochm them.
Laili Rizky Ifadhah Fadhia Table 4.1 Students opinion towards the game.
an
Their Neutra Pretty Pretty Not Not For the first question, Rizky and Ifadhah responded
opinion to l interesti interest interest interest positive towards the implementation of the game; both of
the game. ng ing ed ed
them said that the game itself was interesting with reason
What The Class It uses Class Only
makes the senten became other becam uses that every student was involved during the game session.
game ces noisy. way to e words,
interestin made The learn noisy. the Rizky : It is pretty interesting (the game)I
g or are sentenc speak. sentenc mean the game is interesting to be used in
uninterest funny. es made es made English lesson, becausewhat is itit is
ing. Time are are almost like a competition, everyone
limit funny. similar,
participating, so it is lively.
made and
Ifadhah : The game is pretty fun sir everyone
her class
can play together, usually the teacher
nervou became
s. noisy.
only choose smart or noisy students; the
Advantag Stimul Everyo A good Everyo Everyo one that usually sit in the back.
es and ate ne can game ne ne can
disadvant studen particip change made particip
Laili gave neutral answer; Laili said that the game
ages with ts to ate, r for funny ate.
has good and bad points, she points that the game indeed
the game. be penalty learnin sentenc The
changed the atmosphere on class at cost of disordered
more are not g. es. class
class which leads into chaotic situation. Rochman and

5
 RETAIN. Volume 05 Nomor 01 Tahun 2017, 71 - 79
Fadhia showed disinterest towards the game; while
Rochman gave blunt opinion about the game does not
provide significant change in class atmosphere, Fadhia
personally thought that the basic of the game does not
interest her.
Next question, three of five students interviewed;
Rizky, Rochman, and Fadhia, agreed that the biggest
problem of this game was class disorder. While Fadhia
added that the words used to make sentences were
sometimes similar, Rochman pointed out that disordered
class made him harder to concentrate with subject.
more critical and creative in creating sentences
Rochman : Maybe it is because the class just got
even noisier, so it is hard to concentrate.
Fadhia : I just told you sir, it is because the game
only uses words that already exists, so
many sentences seems to be similar with
another, and the class became so noisy
because everyone trying to speak at the
same time.
Despite agreed that the game made the class noisy,
Rizky enjoyed when his friends made weird sentences
that somewhat funny; Laili gave same opinion that the
game gave the freedom to make sentence which resulted
in various funny sentences during the game and reduced
students tension, yet believed that by providing time
limit resulted in nervousness. Ifadhah opined that this
game was a good game changer to break monotony in
learning English as well as opportunity to train their
speaking skill using second language rather than relying
on book.
In third question, the result were not much different
from the second question. Three students; Rizky,
Rochman, and Fadhia, generally agreed that class
disorder was still the major downside in this game, many
students spoke with their classmate whether debating
about what they should do, or just plainly messing
around. In addition, Fadhia mentioned similar statement
from first question where she disappointed with
frequently similar sentences and lack of media used in the
game. Laili and Ifadhah gave different opinions that the
time given by teacher to create a sentence was yet
another problem of the game, apparently they need more
time to come up with some idea or to arrange the
sentences. Despite that, there are some advantages to this
game; Rizky, Ifadhah, Rochman, and Fadhia had same
opinion that the game make the entire students in the
class participate; giving them opportunity to speak in
second language while keeping the tension low; whilst
Laili said that the game can stimulate the students to be
spontaneously.
Fadhia : the advantage iseveryone in the class
has chance to speak, not only same
students, everyone have to speak.
Rochman : that ishow should I put it
everyone can joking around, everyone
create random sentencessome describes
others face, hair, and so on
Laili : Oh just like I said before, the advantage
is my friends can create funny and weird
sentences, if we did not make a sentence as
soon as possible, we will have to step
forward.
The fourth question, four of five students gave
positive answer with some differences in reason behind
them; Laili, Ifahdah and Fadhia explained that by
providing limit of time to speak and penalty will boost
students participation, since the punishment given are
considerably shameful. Laili also agreed with Rizky
opinion that by using this game, the class atmosphere was
improved and good way to avoid boredom in teaching-
learning activity. On the other hand, Rochman gave
uncertain answer regarding to this question, he was
passively said that he did not see any difference
whatsoever by using the game.
 THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING DESCRIPTIVE
FOR SEVENTH GRADERS OF SMPN 1 TURI
Rochman : Gak tahu pak, pokoknya kalo ndak
bisa njawab ya maju.
Rochman : I do not know sir, if I cannot answer
then I will just step forward.
For the last question, three of five students gave
positive answer, Laili and Ifadhah shared same opinion
that the game was a good game changer to daily
teaching-learning activities and can relieve some stress
and boredom; Rizky somewhat even more interested in
the class atmosphere rather than the actual activity.
Ifadhah : iya, kadang2 kalo main kayak begini ya
enakgak bosen lah mas.
Rizky : Gak tau yo mas, aku lebih seneng sama
rame-ramenya, pelajarannya biasa aja
Iya sih mas, hehehe
Ifadhah : Well, sometimes it is fun to play like
thisit is not boring.
Rizky : I do not really know, I am actually prefer
the class atmosphere rather than the class
itselfbut yeah, I think so.
As for Fadhia, she find the game did not affected
her desire to learn English, since she herself admitted that
she was interested with English subject from the
beginning.
Fadhia : Nggak terlalu sih pak, dari awalnya saya
memang sudah tertarik sama pelajaran
bahasa inggris.
Fadhia : I am not really interested sir, from the
beginning I am always been interested with
English lesson.
Rochman, however, was not encouraged at all; he
claimed that English subject was too complicated for
him, although he also stated that the game itself did not
really that difficult.
7
All in all, the students seemed to have mixed
opinion about the Connecting Words game, there are
up and down to this game that might need to be
considered, but the game is fairly accepted by the
students.
CONCLUSION
Based on the result of this research, it can be
concluded that Connecting Words game can be
implemented by teachers to teach and improve students
participation toward English subject; particularly to teach
descriptive text. The game gives the students opportunity
to be competitive with their friends, sharpen their skill
and more confident with themselves within considerably
short time for the actual implementation of main game;
though it took a considerably long time to introduce the
game, the teacher also uses this opportunity to review and
ensure the students comprehend the material. The game
proven capable of boosting students participation and
their interest in learning English language.
Meanwhile, the game implementation appears to be
positively received by most students. Results from
interviews showed that three out of five students agreed
that the game gave a fair chance for every student to be
actively participating in teaching-learning process, whilst
two other students gave neutral answers. The game also
provides a good example for them to be more critical and
confident with their own skill during teaching-learning
session.
SUGGESTION
Despite of positive response from the students, there
is no doubt that there are also several negative points and
some aspects that needs to be polished. First, teachers are
expected to be flexible on explaining the rules of the
game depending on situations. The rules mentioned in
previous chapter implied that the students are limited to
one subject, it is possible for the teachers to expand the
subject used during the game to add variety of sentences.
Next, the problem with class management need more
attention; while it is partly because the teacher health
 RETAIN. Volume 05 Nomor 01 Tahun 2017, 71 - 79
conditions, since the game nature is to give students time
to creatively express their sentence within specific time
given, it is not surprising that students will tend to speak
with their friends regardless of the rules. Teachers may
obstruct the activity if the class situation really
uncontrollable, for class situation is one of few aspects
that affecting students enthusiasm in participating during
the activity.
In near future, teachers or researchers may able to
experiment the game with other media; such as pictures
or music to keep the students attention, since students
also usually get bored easily, depending on their grade
and level of knowledge. Also this game only have been
applied to teach spoken descriptive text, so it is possible
to further investigate whether the game can be associated
with another skill to teach other topic; with appropriate
adjustment, the game may can be a lot more interesting
for all students.
REFERENCES
Allen, D.E and Vallete, RM. 1997. Classroom
Techniques: Foreign Languages and English
as Second Language. New York: Horcourt
Grace Jovanovich, Inc.
Araujo, Antonio Dilamar. 1991. Improving Oral
Language Skill of Beginning Students.
English Teaching Forum. Vol XXIX No.2
Ary et al. 2010. Introduction to Research in Education
Eight Edition. Canada: Wadsworth.
Baker and Westrup. 2003. Essential Speaking Skill.
London. MPG Books Ltd.
Brown, H. Douglas. 1980. Principles of Language
learning and Teaching. Englewood Cliffs, N.
J: Prentice-Hall.
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral
Communication in Grades K-8. Allyn and
Bacon, Order Processing, PO Box 11071,
Des Moines, IA 50336-1071.
Chanfield, Mimi Brodsky. 1987. Developing Second
Language Skills: Theory to Practices. New
York: Longman
Chanstain, Kenneth. 1986. Developing Second Language
Skills: Theory to Practice Second Edition.
Chicago: Rand Me. Nally College Publishing
Company
Cohen, et al. 2007. Research Methods in Education Sixth
Edition. New York: Routledge
Depdiknas. 2004. Kurikulum 2004 Standard Kompetensi
Mata Pelajaran Bahasa Inggris Sekolah
Menengah Pertama Dan Madrasah
Tsanawiyah. Jakarta: Depdiknas.
Fulcher, Glenn. 2003. Testing Second Language
Speaking. Malaysia: Great Britain
Hadfield, J. 1987. Elementary Communication Games.
UK: Thomas Nelson & Sons.
Hadfield, Jill. 1990. Intermediate Communication
Games. England: Longman
Halliwel, Susan. 1992. Teaching English in the Primary
Classroom. London: Longman
Harmer, Jeremy. 2003. The Practice of English Language
Teaching. Edinburg: Longman
Husband, Kenneth L. 1961. Teaching Elementary School
Subject. New York: The Ronal Press
Company.
Hyland, Ken. 2002. Teaching & Researching Writing.
Malaysia: Pearson Education.
Johnson, David W. and Roger T. Johnson. 1975.
Learning English Together And Alone:
Cooperation, Competitive And
Individualism. New Jersey. Prentice Hall Inc.
Englewood Cliffs.
Kellough, Richard D. Terrel. 2000. The Natural
Approach Language Acquisition In The
Classroom 2nd Edition. England: Longman.
Klippel, Friederike. 1994. Keep Talking. USA:
Cambridge University Press.
Miles, M. & Huberman, M. (1944). Qualitative Data
Analysis: An Expanded Sourcebook. London:
Sage.
Moleong, Lexy. 2003. Metode Penelitian Kualitatif.
Jakarta: PT Remaja Rosdakarya.
Paulus, Trena M. 1999. The Effect Of Peer and Teacher
Feedback On Student Writing. Journal of
Second Language Writing, 8(3), 265-289
Rivers, M. Wilga. 1970. Teaching Foreign Language
Skill. Chicago: University of Chicago
Rosa, Alfred & Echolas, Paul. 1986. Model for Writing:
Short Essay for Composition. New York: St.
Martins Press.
Sauvignon, Sandra J. 1982. Communicative Competence:
Theory and Classroom Practice.
Massachusetts: Addison- Wesley Publishing
Company
Sax, Gilbert. 1979. Foundations of Educational
Research. New Jersey: Prentice Hall.
 THE IMPLEMENTATION OF CONNECTING WORDS GAME TO TEACH SPEAKING DESCRIPTIVE
FOR SEVENTH GRADERS OF SMPN 1 TURI

Scoot, Wendy and Yterberg, Lisbeth H. 1990. Teaching

English to Children. New York: Longman,
Inc.
Sugiyono. 2009. Metode Penelitian Kuantitatif,
Kualitatif dan R&D. Bandung: Alfabeta
Suyanto, Kasitani K E. 2007. English for Young
Learners. Jakarta: Bumi Aksara School. New
Jersey: Prentice Hall, Inc.
Wright, Andrew. Batteridge D, Buckby M. 1989. Games
for Language Learning. New York:
Cambridge University Press