GALAK-TUWA and Students’ English-Speaking Skills

Regane B. Gapasin¹ and Romiro G. Bautista^{1, 2,}

¹Secondary Education Program, College of Teacher Education, Quirino State University, Philippines

²International Relations Office, Quirino State University, Philippines

Cite this paper:
Regane B. Gapasin and Romiro G. Bautista. GALAK-TUWA and Students’ English-Speaking Skills. Journal of Innovations in Teaching and Learning. 2022; 2(1):24-31. doi: 10.12691/jitl-2-1-4

Abstract

This research was conducted to address the students’ speaking skills adversities, increase self-esteem, and reduce nervousness during speaking activities inside an English class using GALAK-TUWA, a classroom-based intervention program. This research employed quantitative and qualitative designs using action research and narratology as approaches. Data revealed that (1) the Pre-test and Post-test results have significant differences, which mean that the intervention program enhanced the participants’ speaking skills, boosted self-esteem, and reduced nervousness level; (2) when the participants’ nervousness level decreases, their self-esteem increases; (3) giving rewards could be a motivation to participate in the game that ripples to their active participation in the class discussion; (4) the GALAK-TUWA intervention program is effective and beneficial in developing the participants’ speaking aptitude, and boosting self-esteem and reducing nervousness level while speaking; and (5) when a learning environment is fun, stress-free, and comfortable, learning takes place that hone skills development, boosting self-esteem, and reducing nervousness to speak. The findings of this study suggest that the intervention program is effective and beneficial to students who have difficulty in boosting their English-speaking skills. With this, language teachers may adapt the program to enhance their students’ communicative skills in their target languages thereby making them avoid the use of code-switching in a daily discourse and formal setting. The results of this study are critical evidence that games are effective in the teaching and learning processes complimenting the idea of Richard N. Landers. Thus, gamified learning may be used in a classroom, especially in a non-gaming environment.

Keywords:
Action research GALAK-TUWA Gamification Speaking skills

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