<![CDATA[Purpose – This study aims to investigate the implementation of communicative games to improve junior high school students’ English speaking ability. The study was motivated by students’ difficulties in speaking English, including low confidence, limited participation, and difficulties in constructing sentences and using appropriate vocabulary. Methodology – This study employed Classroom Action Research (CAR).The participants were students of junior high school students in, Lebak, Banten. The research was conducted in two cycles, with each cycle consisting of two meetings. The intervention involved interactive speaking activities, including individual role-play in Cycle 1 and the group-based Taboo Talks game in Cycle 2. Data were collected through speaking quizzes and student self-assessment forms. The data were analyzed quantitatively using descriptive statistics and compared across cycles based on predetermined criteria of success. Findings – The findings showed improvement in both students’ speaking ability and participation. The proportion of students who were able to produce five spoken sentences increased from 60% in Cycle 1 to 90% in Cycle 2, while active participation increased from 40% to 90%. The findings indicate that communicative games can provide students with opportunities to practice speaking in an engaging, collaborative, and supportive environment. Novelty – This study contributes evidence on the use of simple, low-technology communicative games within a CAR framework to address speaking difficulties in a junior high school context. Significance – The findings provide practical guidance for English teachers seeking accessible and engaging strategies to improve students’ speaking ability and classroom participation.]]>
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