PROJECT REPORT

MR. SQUIGGLE: THE SPEAKING GAME INTERVENTION TO BUILD

CONFIDENCE SPEAKING IN ENGLISH
Siti Rafidah Kamsin, Auni Najwa Azman, Hafizah Mohamad Fawzi, Noor Syahira Noor Mayadi,
Hamizatul Hamiza Zainon, Maslawati Mohammad

ABSTRACT
Speaking skills is one of the most essential elements of language communication. Educators are
constantly looking for innovations to enhance students‟ speaking development through syllabus
design, principles of teaching and different materials, tasks and assessments. Lacks of
competency and confidence in addition to fear of committing mistakes have hindered ESL
students‟ speaking ability. With the aim of boosting confidence in speaking enhancing student‟s
speaking skills, Mr. Squiggle speaking activity was developed and resembles a life-sized board
game. The game is carried out by players having to do different activities of speaking with
physical activities. The game was tested on 60 lower secondary ESL students of 30 boys and 30
girls. Pretest and posttest were conducted alongside a feedback survey. Results and evidence
indicated that the Mr. Squiggle activity did improve the pupils‟ oral participation and proficiency
in English Language. It is hoped this study is able to provide some useful insights to the teachers
on the characteristics of a meaningful speaking activity that suits both male and female pupils.

INTRODUCTION
Acquiring language is always related to the speaking ability because the most effective way to
communicate is through speech (Gerald Gillis, 2013). It is important to develop speaking skills
in order to master the language especially in a multilingual country where English is taught as a
second language. Goh (2007) suggested new ways on how to enhance the development of
speaking by means of syllabus design, principles of teaching, types of tasks and materials and
speaking assessment. Speaking conveys thought, understanding and feeling to listeners. Thus,
speaking is considered essential because it is used for communication in daily life. For the
effective communication, in order to inform someone about something, speakers should be both
listeners and speakers at the same time and apply language accordingly (Leong & Ahmadi,
2017).

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However, despite its importance, speaking has been overlooked in schools due to different
reasons like emphasis on grammar and unfavorable teacher-student proportions (Leong &
Ahmadi, 2017). In Malaysian context, English is serves as the second language and it is
important to ensure every pupil is proficient in every aspect of the language (Zaki & Yunus,
2017). Moreover, in recent years the English language has been viewed as an asset to achieve
development and to acquire knowledge (Thirunsanku & Yunus, 2014).

PROBLEMS
In order to master the language, the problems found after conducting the survey has shown that,
the students are incompetent in using the language in authentic situations. The other problems
that make students refuse to speak are fear of making mistakes and difficulty to feel confident as
a speaker. To sum up, confidence and competence are both important in strengthening English
speaking skills but are also major problems for the students.

2.1 Lack of Speaking Competency

After some observations and manual assessing the participants‟ competency, it is found that the
participants lacked confidence to speak in English not only in class but also during a few
occasions organized by the school. The problem occurred because the teachers deliver their
lessons bilingually in class and do not practice the speaking environment in school. Those factors
could lead to failure in the speaking test and the biggest threat is during the examination as
Juston Leazon Bataza (2015) in his case study said that the impact of incompetence in English
language is not only affecting the students‟ performance in secondary schools but up to the
university level too.

2.2 Afraid of Making Mistakes

The key factor to acquiring the language is through speaking. Nevertheless, one of the
complaints that teachers nowadays make about English oral communication classes is that
students are reluctant to speak English (Merve Savaşçı, 2013). Students willingly participated in
the other skills activity such as reading, writing and listening. However, when it comes to the
speaking part, they just refused to speak, were afraid of making mistakes and fully hoping that
the teacher will spoon-feed them everything rather than participate. Similarly, after conducting a
manual observation to indicate the factors, both participants; boys and girls were found reluctant

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to participate and speak during the speaking activity because of shyness, fear of constructing
wrong sentence and end up being silent, having insufficient interest and knowledge, and fear of
speaking in public, which in this case, in front of their friends.

2.3 Lack of Speaking Confidence

One should have good self-confidence in order to improve his or her matters in life, same goes to
speaking. Confidence helps students to speak and communicate with each other because
someone who has good self-confidence can speak very well (Aardiyansyah, 2017). However, it
was a fairytale to the both boys and girls in this project whereas according to the survey, they felt
less confident to speak in English because of the less speaking environment in the school. The
speaking activity was only covered in the class and during particular English language periods,
which were conducted twice a week.

With the idea and belief on the stand that speaking is an essential part in mastering English, a
creative speaking game project named as Mr.Squiggle was invented as a part of intervention and
had been carried out towards the participation of 60 secondary level students consisting of 30
boys and 30 girls from the population of three different schools in separate states and districts.
The purpose of this project are to identify the factors of students‟ lack of confidence in speaking
among genders, to propose some strategies through the intervention of Mr. Squiggle speaking
game and to get the feedbacks after the implementation of the intervention; which later will help
the schools, especially teachers to vary their teaching strategies to develop speaking skills in
their school.

UNDERPINNING THEORIES RELATED TO THE CREATIVE PROJECT

Back to the problems, confidence and competence in speaking could be developed from
appropriate syllabus design, methods of teaching, and sufficient tasks and materials (Bailey,
2005). In order to develop a project or innovation, there will always be theories underpinned
behind it. Developing the Mr. Squiggle speaking game was not as easy; several studies were
needed so it will be reliable and applicable to be used by the other consumers, especially
teachers.

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An essential aspect in determining the best teaching aid or material in enhancing pupils‟
confidence and competence is realizing that we do not know with certainty on how a person
learns a second language. Nevertheless, as producing the material is an effort in achieving the
goal of being fluent in the target language, we need to base our material design on established
theories of learning, especially in learning English as a second language. Basically, the major
theories which revolves around the teaching and learning of English are Behaviourism,
Cognitivism, Humanism and Learning and Acquisition which dated back as early as in the 1900s
(Chitravelu, N. et al 1996). For example, Skinner‟s Behaviourist theory in 1940s and 50s,
Chomsky‟s Universal Grammar in 1960s and 70s and Krashen‟s theory of 5 main hypotheses in
1980s and 90s, to name a few. Mr Squiggle speaking game was designed based on Vygotsky‟s
theory which somehow also related with Communicative approach in Language teaching and
learning.

Firstly, Lev Vygotsky (1978 cited in Pathan, H. et.al 2018) developed a theory of cognitive
development known as the Sociocultural Theory of Cognitive Development in the early
twentieth century. He introduced the concept of language learning in social interaction and
suggested that the development of the child is possible in the guidance of a teacher, parent or any
peer especially through an important concept called ZPD (Zone of Proximal Development). This
concept is defined as the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as determined through
problem-solving under adult guidance, or in collaboration with more capable peers (Vygotsky
1978 cited in Efrizal, D. 2012) In other words, in the learning process, a child would be able to
master a skill with guidance and encouragement from a knowledgeable person such as a parent,
while in a classroom context, refers to the teacher or a peer.

An important element in ZPD is the idea of scaffolding which consists of the activities provided
by the educator, or more competent peer, to support the student as he or she is led through the
zone of proximal development. When the support becomes unnecessary, it is removed just like
removing a scaffold from a building during construction. The student will then be able to
complete the task again on his or her own (Malone, D. 2012). In Mr. Squiggle speaking game,
pupils were guided by the teacher with the role as a facilitator and at the same time their peers,
thus they were provided the support needed in completing the game. For instance, the pupils

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were allowed to help giving ideas or suggestions to a player who was stuck in completing any
task in the game. As they continued playing in the second or third rounds, the pupils were
expected to be more independent and at the same time acquiring the intended language items,
which after some time enabling them to master the target language.

Next is an approach which has been practised for more than a decade in Second Language
Learning known as Communicative approach or Communicative Language Teaching (CLT).
CLT is a set of principles about teaching including recommendations about method and syllabus
where the focus is on meaningful communication not structure, use not usage; whereby students
are given tasks to accomplish using language instead of studying the language (Chang, Shih-
Chuan 2011) .The theoretical framework for Communicative Language Teaching comes in part
from Social Interactionist theory that views the learners‟ use of the L2 as the best source for
learning the L2. In other words, as the learners speak the L2, they receive feedback and that
process helps them learn the language. One of the important principles is an emphasis on
learning to communicate through interaction in the target language. (Malone, D. 2012) In Mr.
Squiggle speaking game, the pupils were given real-life situations which they need to respond to
using English as the target language, such as telling others what happened in school the previous
week and describing their future plans. Thus, after completing several rounds, pupils were
expected to be more comfortable and confident to use the English language.

Another important element taken into consideration in designing Mr. Squiggle speaking game is
the motivation factor in learning English. Numerous research conducted on the method of
teaching using games and the other types of ice-breakers and by reviewing the educational
related literature, the researchers were able to come up with a number of studies which strongly
supported the use of games as they are considered a welcome break from a usual routine of a
language class (Mahmoud, A.A. A & Tanni Z.A 2017). It was also found out that using games in
teaching enhances the students‟ achievement and results of speaking skills. Students enjoyed
their lessons and were more motivated, became more interested and confident when learning
using language games such as board games, problem-solving games and puzzles (Oringo J.O
2019). Mr. Squiggle speaking game provides the learners with excellent opportunity to develop
their social skills by communicating with their peers and at the same time had the chance of
having fun in completing the tasks. They were not only required to say or describe a topic, but

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also able to perform physical movements such as to spin around and to do a star jump which
made it more enjoyable for them as young learners.

Hence, through the underpinning theories related, five major different strategies had been
developed along with the implementation of Mr. Squiggle language game which are 1) identify
the problems among the genders 2) gather the primary data 3) develop and implementing the
intervention 4) gather the secondary data 5) analyze, discuss and get the feedbacks of the results
which will be explained in detail afterwards.

STRATEGIES AND IMPLEMENTATION

In order to cope with the purpose of this project, here are the strategies developed along with the
implementation of the creative project of Mr. Squiggle speaking game. It includes 5 major
strategies, as shown in the framework below:

Identify the Get the Get the Analyze, discuss,

Develop and
problems among primary data secondary and get the
implementing
the genders through data through feedbacks
the intervention
through survey Pre-Test Post-Test through survey

Framework 1: The Development Strategies of Mr.Squiggle Speaking Game

1. Identify the Problems Among the Genders

Before implementing the creative project of Mr. Squiggle speaking game, a set of survey
questions was given to the participants to overall 60 students, boy and girl. The purpose
is to identify the factors of students‟ lack of confidence in speaking among genders as
shown in Figure 1

Figure 1: Mr. Squiggle’s Survey

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The survey is developed using the Likert Scale. The Likert Scale is a type of rating scale used to
measure attitudes or opinions. This scale is often used to understand respondent ratings and
agreement levels with the topic in-hand (QuestionPro.com, 2019). With the scale, respondents
are asked to rate items on a level of agreement. In order to identify the problems, the participants
will be given the survey and they will provide the answer by circling the desired number from
question number 1 to 10 only. The rest of the questions from number 11 to 20 will be answered
after the implementation of the intervention. The indicator for the number is presented as:

Strongly Strongly
Disagree Neutral Agree
Disagree Agree
1 2 3 4 5

The data collected in the survey helps in identifying the problems mostly occurred
among students, specifically based on a gender which was later used to develop the
intervention – accordingly.

2. Get the Primary Data through Pre-Test

After the participants had answered the survey and the data had been collected and
hypothesized, they are assigned with the pre-test to get the primary data, which are the
students‟ proficiency level in speaking. Pre-test can be used as a way to judge the depth
of understanding of prerequisite material (Thomas Berry, 2008) which leads to the
purpose of proposing some strategies through the intervention of Mr. Squiggle language
game.

Figure 2: Students Completing the Pre-Test

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 The benefits of doing the pre-test in this creative project are to compare the results
between the two genders and giving the idea of the proposing a suitable treatment and to
implement the intervention to the participants and get valid results.

3. Develop and Implementing the Intervention

The surveys were really helping in getting the problems existing among the students‟
speaking skills. The pre-test, on the other hand was useful while collecting the primary
data of the students‟ proficiency level. Through the results from both instruments, then
the proposal of the intervention is develop and being implemented and it should be a fun,
exciting, recreational and involving the party whereas it could gain the confidence and it
also should be an educational invention which benefit in developing the speaking
achievement; so Mr. Squiggle Speaking Game has been innovated and chosen because
participating in recreational activities is an effective way to develop language and
communication skills (British Council, 2019).

ABOUT MR.SQUIGGLE: THE SPEAKING GAME

Here is the mini-sized of actual Mr.Squiggle, the Speaking Game:

Figure 3: Mr. Squiggle, the Speaking Game

The game is adapted from the famous and well-known board game “Snakes and Ladder”
invented by the ancient India in the early of 2nd century AD. When inventing the game,
several factors had been undertaken and analyzed. According to Jordan Catapano, a high
school English teacher in Chicago, when considering any board games to students: 1)
make sure the students are playing at a level that‟s appropriately complex without

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becoming frustrating or impossible 2) think about how the game that the students play
might offer opportunity to develop skills that extend into many other potential areas.

The only thing that is similar for this invention is the snake itself. The snake, in the other
hand, is invented and developed to make the speaking game be more interesting and
exciting to play. It consists of 18 steps in the snake, and each step represents a speaking
task. What makes it different from other speaking game, Mr. Squiggle is designed not to
follow the normal board game, but it is printed on a large-scale 10ft x 6ft of turpentine
canvas or it can be called as large-scale mat game.

Here are the procedures to play Mr. Squiggle speaking game for both students and
teachers:
Student’s Role:
1. As individual, rolls the dice twice or thrice and landing on the shown numbers.
2. If there is no dice, students can start play it orderly until the end or whichever is
applicable.
3. Read aloud the task represented with the number, and respond to accomplish the
task.
4. The other student might interject the game too, but it must be accomplished as
individual task.
5. The students‟ responses in each game are open-ended, and there is never one
correct answer. Thus, there is no need for an answer key.

Teacher’s Role:

Before Play:
1. Introduce students the important terms they need to know.
2. Demonstrate the game so the students know how the game work and what is
expected in return.
3. Remind student to open their shoes so the game can be re-used in future.
4. Set a time limit approximately 5 – 10 minutes to play.

During Play:

1. Be the guidance. Some students may ask help understanding a word or phrase.
2. Show interest in the students‟ ideas and opinions.
3. Students may help each other, and that is fine as long as they play and practice
speaking English.
4. For the other students who have finished playing the game, or who didn‟t
participate, ask them to share the activities each other or give them another easy
task to keep in control.

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 After Play:

1. Review the activities for a minute or two. Ask the students to share their thoughts.
Recaps all the tasks completed. Focus on the speaking skills.
2. Ask for their students‟ recommendations for better play next time.
3. Teacher may ask students to collect the materials and pack the board mat game
and store it for the next use.

The pictures during the game being played are shown in below:

4. Get the Secondary Data through Post-Test

Remember that the pre-test and post-test are the same (Paul Richard Kuehn, 2019) so the
same set of questions given to the students to see how much they have improve their
proficiency as well as competency level in speaking; plus post-test can be a valuable
diagnostic tool for more effective teaching (Paul Richard Kuehn, 2019).

Figure 4: Students completing the Post-Test

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 5. Analyze, Discuss and Get the Feedbacks of the Results Through Survey
In order to get the valid feedback as to answer the earlier hypothesis; on how effective
the intervention of Mr. Squiggle speaking game in building confidence among the
students to speak English, the same set of survey given earlier is given and they must
complete circling the appropriate indicator for the rest of the questions in the survey –
from number 11 to 20.

RESULTS & IMPLICATIONS

Students were given survey questions related to Mr. Squiggle as in Figure 1. This is to get
feedback from students regarding the activity. The data from the questionnaire are tabulated in
two different tables below. The first table is data from girls while the second table is the data
from boys.

Table 1: Survey data (Female pupils)

Out of 30 girls who took part in this survey, 12 of them are from urban area while the other 18
are from rural area. From the survey, we can see that most of the girls enjoy speaking English
(Question 3). However, most of them are unsure whether they can speak fluently (Question 4)
and have good speaking skills (Question 5). Besides, they are also uncomfortable in speaking
English (Question 6). Thus, 24 out of 30 students agreed that they need more exercises in order
to improve their speaking skills (Question 8).

Mr. Squiggle was able to improve speaking skills as 10 students agreed that their speaking skill
is getting better after Mr. Squiggle activity (Question 13). Although 20 students chose „Neutral‟

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or they are unsure about this, we can see that none of them disagree that this activity makes their
speaking skills better. Other than that, 15 students agreed that the activity encourages them to
speak in front of a crowd (Question 14).

Table 2: Survey data (Male pupils)

The total numbers of boys are the same as girls which are 30. However, there are 20 students
from urban area and the other 10 are from rural area. From the survey, only two students did not
enjoy speaking English (Question 3). This might be because most of them think that they are not
good and are uncomfortable in speaking it. In Question 5, only 1 student agreed that he is good
in speaking English. 16 out of 30 students either disagree or unsure of they are comfortable in
speaking the language (Question 6). They also believe that they need more exercises to improve
their English. This reflects in their responses for Question 8 of the survey whereby 27 students
agreed to the statement. After the Mr. Squiggle activity, we can see that majority of the students
agrees that their speaking skills is getting better and they are encouraged to speak in front of the
crowd.

Thus this shows that regardless of the gender, most of the students have the same problem in
speaking skill. They are quite weak in their speaking skills and are uncomfortable in speaking
English. After doing Mr. Squiggle activities, they can see the changes in their confidence level
and also improvements in their speaking skills.

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In order to measure the speaking skills of the students accurately, data were collected and
analyzed from the pretest and posttest. The questions chosen for both pretest and posttest were
the same in order to ensure the validity of the results.

Table 2: Mean and standard deviation of the Pretest and Posttest (Boys)

N Minimum Maximum Mean Std. Deviation

PRETEST 30 9.00 14.00 11.2333 1.33089
POSTTEST 30 11.00 15.00 13.0000 1.20344
Valid N (listwise) 30

Table 1: Mean and standard deviation of the Pretest and Posttest (Girls)

N Minimum Maximum Mean Std. Deviation

PRETEST 30 6.00 13.00 9.6000 1.86806
POSTTEST 30 7.00 15.00 11.2333 1.81342
Valid N (listwise) 30

The mean and standard deviation of the Pretest and Posttest are presented in the table above. In
the table, the improvements can be seen clearly from the data. The minimum score increases
from only 9 in the Pretest to 11 in the Posttest for girls. The same improvement can be seen in
boys where the minimum score increases from 6 to 7 in the Posttest. Besides, there are students
who were able to get full score in the Posttest which is 15. This shows that Mr. Squiggles gives
impact to the pupils‟ performance in the Posttest regardless of the gender. Besides that, the mean
of the Posttest scores are also significantly higher than the Pretest scores.

The mean score in Pretest is 11.2333 while the mean score in the Posttest is 13 for girls. On the
other hand, the mean score for boys in Pretest is 9.6 while the mean score in Posttest is 11.2333.
The difference is 1.7667 for female and 1.6333 for male. These prove that there are
improvements on the students‟ speaking skills. From the survey conducted, only 5% out of 60
students disagree that Mr. Squiggle is an enjoyable and a fun activity. This reflects to the
improvements made by students in the Posttest as they were able to learn and enjoy themselves
at the same time.

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STRENGTHS & LIMITATIONS
As mentioned earlier, participating in recreational activities is an effective way to develop
language and communication skills (British Council, 2019).

The Effectiveness of Playing Large-Scale Board Game has shown that, playing board games
entertain and brings people together through competitive and cooperative gameplay (Bradley
Field, 2018). Mr.Squiggle speaking game not only entertaining the students but it also build their
speaking skills. In order to finish the game, students must answer the task in each step; that
acquire them to speak, because during the game, student develop their logic and reasoning skills,
improve critical thinking and boost spatial reasoning too (Bradley Field, 2018). However, the
game still new and needs a good preparation and also depends on the creativity of teachers in
conducting the game.

The Ability to Concentrate and Focus

For a longer period of time is also developed when playing the game because the mind keeps
engaged, exercising and try to solve the task in time. Not only have that, Mr. Squiggle speaking
game also improved memory formation and cognitive skills whereas the students who played the
game were trying their best when constructing a good sentence. However, the limited time
constraint due to packed timetables had impeded the focus where teacher took time to deliver the
instruction and to control the class.

CONCLUSION AND RECOMMENDATION

Mr. Squiggle as a speaking activity which aim is to enhance pupils‟ English Language oral
participation and proficiency. 60 pupils including 30 male and 30 female pupils from 3 urban and
rural schools participated in this speaking activity. They were required to respond to a pre-test
which consisted of five speaking tasks with the help of some graphics. Each pupil‟s speaking
performance was given a score by their partner based on the speaking achievement criterion
table. These pupils then took part in the Mr. Squiggle activity in which each pupil would throw a
dice and move around on the Mr. Squiggle according to the number they got. Each person would
need to carry out the speaking task written on each number on Mr. Squiggle. After the activity
ended, these pupils were again required to do a post-test and scored by their partner.

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The results show that there is a significant increase in the post-test scores among the pupils
compared to those of the pre-test. Other than that, based on the observation during the post-test,
the pupils were more confident to participate in the speaking activity. Their vocabulary has
expanded and they contributed more in sharing ideas. From these evidences, it can be indicated
that the Mr. Squiggle activity did improve the pupils‟ oral participation and proficiency in
English Language.

There is a number of attributes in the Mr. Squiggle activity that contribute in the pupils‟ oral
participation and proficiency. The first main quality that Mr. Squiggle offers to the pupil is
motivation. Mr. Squiggle is a fun, interesting and engaging speaking activity which works just
like a well-known board game „Snakes & Ladder‟. This activity helps the pupils to overcome
their fear in speaking and build their confidence in a less threatening atmosphere. Next, Mr.
Squiggle activity allows the pupils to speak English with the help of their teachers and peers. As
a result, the pupils are given the opportunity to share more ideas, correct their verbal language
errors and repair their speech.

After the intervention of Mr. Squiggle has been carried out, it can be said that this speaking
activity is suitable for both genders, male and female pupils. As this activity involves physical
movements such as wiggling, jumping and hopping, it can suit kinesthetic learners regardless
their gender. Mr. Squiggle activity also comes in attractive graphics and various colors which
benefit the visual learners of both genders. Teachers can definitely incorporate Mr. Squiggle
activity as a speaking activity for their male and female pupils without having to change its
instructions.

Teachers are recommended to use the Mr. Squiggle activity to speak about other interesting
themes outlined in the syllabus such as people, values, environment, health as well as science
and technology. It can be an excellent starter of a lesson to activate the pupils‟ knowledge of a
topic as well as a good closure to sum up a lesson. Teachers can also create a larger unit of Mr.
Squiggle so that more pupils can be involved at the same time. It is also a good idea to organize a
language competition among the pupils with a time and score keeper using Mr. Squiggle.

In conclusion, it is hoped this study is able to provide some useful insights to the teachers on the
characteristics of a meaningful speaking activity that suits both male and female pupils. It is also
expected that the intervention of Mr. Squiggle can be one of many helpful resources and tools to

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help other teachers to improve the speaking proficiency of their pupils who are reluctant, weak
and unconfident.

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