English clubs in schools are commonly expected to help students develop fluency in speaking English. This study examines the impact of Game-Based Learning – the use of the Bingo game, a modified matching game, and ‘Two Truths and a Lie’ game – in the English club on students’ speaking skills and self-efficacy in speaking. This study was mixed-method research and employed an explanatory sequential design. Twenty-four students as members of the English club in a state junior high school in Surabaya, East Java, Indonesia, participated in this study. Quantitative data were collected through oral tests and questionnaires, while qualitative data were gathered through follow-up interviews. The results indicated that using these three games in the English club has a good effect, with a Cohen's d of 1.14019, indicating a large effect size on students' speaking skills, but only a little on their self-efficacy in speaking. The follow-up interviews revealed the students' opinions towards the three games and the reasons that influence their self-efficacy in speaking. It is suggested to consider the elements of games and related constructs of self-efficacy when selecting games for further research.
Aftinia et al. (Wed,) studied this question.