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Communicative Game-based Learning in EFL Grammar Classroom: Suggested Activities and Students' Perception

Communicative Game-based Learning in EFL Grammar Classroom: Suggested Activities and Students' Perception
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  Communicative Game-based Learning in EFL Grammar Classroom: Suggested Act ivities and Students’ Perception   Author: Rahmah Fithriani Universitas Islam Neger Sumatera Utara   Review By: Desi Alawiyah Damanik (0304163196) PBI-2/VII Semester   The development of English is be fast, not least in the field of education. In Indonesia, English is a foreign language studied in formal education from the lowest level, kindergarten up to highest, college. At the tertiary level, English is one of the subjects classified as compulsory general courses pursued by students of all majors. In learning language, language skills have components, namely listening, speaking, reading and writing skills (Tarigan, 2008). Listening and speaking skills are related to spoken language, while reading and writing skills are related to written language. Fourth Maintaining it is related to the thought processes that underlie language. In learning a language, especially English, there are various kinds of the kinds of methods and strategies offered. Learning strategies include activities or use of techniques carried out by instructors starting from planning, implementing activities up to the evaluation stage, as well as follow-up programs that take place in educational situations separately to achieve certain goals, namely teaching (Iskandarwassid & Sunendar, 2009). One method is can be used is through games. -Grammar Teaching Methods and Approach Savage et al (2010) summarize the six methods and approaches that have a large influence on the evolution of grammar instructions, namely: The method of grammar translation, the direct method, audio-language methods, cognitive approaches, natural approaches, and communicative approach.  1. The method of grammar translation (GTM) is a monotonous form of teaching that only focuses on grammar, but students are not able to speak the language they have learned. 2. Direct Method is the opposite of GTM, because in this learning method students cannot focus on the native language but are only welcome by the teacher to be able to speak. 3. Audio-language methods is a method that focuses on memorizing dialogues and so on with the aim that students can develop dialogues that they have memorized. but apparently students can not develop these memorization well. 4. Cognitive approaches , in this method students are helped to understand language rules and use them in meaningful contexts. However, this method only focuses on structural analysis and little on communicative practice. 5. Natural approaches, in this method students are more focused on communicative competence without having to think about grammar. 6. Communicative approach, this method is almost the same as the previous method which focuses more on communicative competence. - CLT and Game-based Activities Many students in Indonesia are familiar with grammar but are unable to practice it when communicating directly. To solve this particular problem, CLT was first introduced in 1970’s. However, since it was developed in the context  of ESL teaching, EFL teachers usually feel reluctant to apply this approach in their classrooms for some reasons. Games also make children learn without their noticing (May & Yu-jing, 2000) and allow them to learn English while enjoying themselves (Kim, 1995). For adults, games allow students to gain learning experiences in a more energetic way: more drilling / controlled practices, better memory, and class spirit, and realize their performance via game points, a natural way of learning, competition, and motivation (Case, 2008). From this journal presentation, I agree with that statement with the communiative game method, students find it easier to understand English learning by playing. But I think, there are some disadvantages of this method such as; Too many students in the class prevent some students from participating in the game; When making games in learning we must also  pay attention to time, whether the study time that has been determined will be effective with  the game method? So, if added with some shortcomings, the method of communicating in this journal will further add insight to the readers. Despite so many advantages in this method such as; students are more active and interactive in learning; students are not bored and bored in following the lesson; with the competition between students can provide motivation for them to be more enthusiastic about learning and etc. In Indonesia, there are still many English teachers who teach using conventional methods. Which affects students who only know about the structure of grammar but are unable to apply it directly with communicative. This method also makes students lazy to learn and feel bored. Therefore, this article provides a solution that is with the communicative game method that might be applied by the teacher to students. So that in the learning process students can be more interactive and able to understand the material easily. REFERENCE Case, A. (2008). Games in adult ESL: Why does my teacher use games in an adult class? Chen, I-J. (2005). Using games to promote communicative skills in language learning. The Internet TESL Journal, Volume 10(2) Kim, L. S. (1995). Creative games for the language class. Forum, 33 (1), 35-36. Mei, Y.Y., & Yu-jing, J. (2000). Using games in an EFL class for children. Daejin University ELTResearchPaper.Retrievedfrom: Rahmah Fithriani. 2018. Communicative Game-based Learning in EFL Grammar Classroom: Suggested Activities and Students’ Perception . Volume 5 : 171-188 Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar matters: Teaching grammar in adult ESL programs. New York, NY: Cambridge University Press.
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