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b. Children‘s creative use of limited language resources
According to Halliwel 1992:4, in the early stages of their tongue development children excel at making a little language go a long way. In this
stage, Children are creative with grammatical forms and also creative with concepts. For example, when children get difficulty to convey meaning, they will
get other ways to convey the meaning. This children’s creative use of limited language resources occurs in the language classroom without any help from
teachers. In this case, the use of games is so important and useful. Games make children feel fun in learning process. However, the most important point is the fun
element of games create desire to communicate and create unpredictability.
c. Children capacity for indirect learning
Children sometimes seem to notice something out of the corner of their eye and to remember it better than what they were actually supposed to be
learning Halliwel, 1992:5. In this part Halliwel 1992 gives example of indirect learning. Guessing is one of example of indirect learning; Halliwel 1992:5
explains that this process is related to the way we develop our mother tongue, we do not consciously to learn it. But we obtain it by experiencing and using it
constantly. Both conscious direct learning and subconscious indirect learning or
‘acquisition’ are going to help someone internalize a new language. These two types of learning have their own contribution. The contribution of conscious direct
learning is to encourage worked-out accuracy. On the other hand, unconscious indirect learning or acquisition is to encourage spontaneous and fluent. The fact
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that children’s capacity for conscious learning of forms and grammatical patterns in primary school have not developed well.
Besides guessing, another practical way in indirect learning is game. Games are very effective for indirect learning. Games are an essential element of
grasping process of the language. This is perhaps just as well because children have a very strong sense of play and fun Halliwel, 1992:6.
d. Children’s instinct for play and fun
Halliwel 1992:6 states that the children have great ability for finding and making fun. Because of their capacity for play and fun, children sometimes
produce a better version in explaining something of their own. Sometimes it is better than the teacher’s original idea. Through their sense of fun and play,
children live the language for real. Therefore, games have significant role to play.
e. The role of imagination
Having imagination and fantasy is the nature of children. In the language classroom, this children’s ability has a very important role to play. In the primary
school, children are enjoying to make sense of the world about them. Consequently, language teaching should be concerned with real life. However, as
Halliwel 1992:7 explains, it would be a great pity if we were so concerned to promote reality in the classroom that we forgot that reality for children includes
imagination and fantasy. From Halliwel’s explanation, it can be concluded that fantasizing and imagining is very authentic characteristic of children. If the
teacher accepts the role of the imagination in children’s lives, so it will provide powerful stimulus for real language use. Therefore, the teacher should stimulate
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the children’s creative imagination so that they will use the language to share their ideas.
f. The instinct for interaction and talk
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