Use of Spoon Game in Improving Students’ Language Performance

Abstract

Aims: The main purpose of this study was to determine the experiences of the students in the use of spoon game technique. It also looked into the influence of the technique in the enhancement and improvement of the oral participation of students. Specifically, it sought answer how the spoon game technique was conducted; how it helped improve the oral participation of the students; and what were the suggestions of the students to improve the use of the technique. Study Design: This study used the qualitative-phenomenological method. Focus Group Discussion (FGD) was used to obtain the essential information from the participants. Validated open-ended questions were used to cull the participants’ experiences. Place and Duration of Study: This study was conducted at the University of Southern Mindanao for one-semester among the freshmen students enrolled in the Study, Thinking and Speaking Skills. Methodology: The interview protocol was followed before the conduct of the interview. The participants were grouped into focus groups. The recorded interviews were transcribed, analyzed into themes and core ideas.  Results: The teachers followed procedures in the conduct of the spoon game technique. The instructions of the game were clearly relayed to the students.  The student-participants believed that the spoon game technique helped improved their oral participation. The technique greatly motivated them to ask questions and clarify issues regarding the topic being discussed; thus, they actively shared ideas. Moreover, they found the technique was fun and interesting. Conclusion: The problem on oral participation in the classroom can be addressed if language teachers are hands-on and interactive in doing the tasks; if the teacher gives appropriate and clear instructions; if teachers utilize group-work activities; and if teachers listen to the suggestions for improvement of the students.  It is also noteworthy to note that the next time the spoon game is used; the teacher needs to contextualize the questions according to the cognition level of the students and students need to be given reasonable time to think of their answers.