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Based on the consideration above, the writer chooses a communicative game as teaching technique to teach a foreign language for young learners,
because she thinks that it can motivate them to speak more, enrich their vocabulary, and also encourage them to work in pairs or group.
1.2 Reasons for Choosing the Topic
In this study, the writer proposes one of the communicative games entitled “Guessing Games” as a teaching technique to teach a foreign language for
children based on the following considerations: 1
The game is simple and exciting. 2
Making teaching and learning process more fun. 3
Basically, children mostly like playing games. 4
Naturally, children like ask questions all the time.
1.3 Statements of the Problem
1 How are the steps of a communicative game proposed by “guessing games” conducted in a classroom of the students?
2 What are the problems faced by the teacher and the students in applying the proposed model of “guessing games” in a communicative game activity in
a classroom of the students?
1.4 Purposes of the Study
1 To find out the steps of a communicative game proposed by “guessing games” conducted in a classroom of the students.
2 To find out the problems that faced by the teacher and the students in applying the proposed model of “guessing games” in a communicative
game activity in a classroom of the students.
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1.5 Significances of the Study
The significances of the study are: 1
The study is expected to give the English teacher a teaching technique that may create a communicative English class.
2 The study is expected to motivate the students in learning English and
encourage them to speak in English.
1.6 Outline of the Final Project
Chapter one includes the background of the study, reasons for choosing the topic, statements of the problem, purposes of the study, significances of the
study, and the outline of the final project. Chapter two presents the review of related literatures, which discuss about
definition of young learners, the characteristics of young learners, definition of guessing games as one of the communication games, the criteria and design of
guessing games, speaking skill, strategies for developing speaking skill, speaking for young learners, and also speaking for the fifth grade students..
Chapter three presents the method of investigation. It covers the classroom study, role of the researcher, and procedure of analyzing data.
Chapter four covers the detail of the study analysis. It covers the result of the study, the teacher’s procedure in conducting communicative game, and some
problems in conducting communicative game. Chapter five gives the conclusion of the result of the study and suggestions.
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CHAPTER II REVIEW OF RELATED LITERATURE
