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a Young learners are only just beginning their schooling, so that teachers have major opportunity to mould their expectations of
life in school. b As a group they are potentially more differentiated than
secondary or adult learners, for they are closer to their varied home cultures and new to the conformity increasingly imposed
across cultural groupings by the school.
c They tend to be keen and enthusiastic learners, without the inhibitions which older children sometimes bring to their
schooling. d Their learning can be closely linked with their development of
ideas and concepts, because it is so close to their initial experience of formal schooling.
e They need physical movement and activity as much as stimulation for their thinking, and the closer together these can be
the better.
Since children have those special characteristics,
teaching English for them cannot be regarded similarly as teaching adult. Not all of the English teaching
methods can be used to teach young learners. It should be based on their needs and characteristics.
B. Rationale
Teaching vocabulary for young learners is different to teaching vocabulary to adults. Young learners nearly hard to concentrate when attends a teaching and
learning process. Because of that, we need to find the way to attract them to learn. One way is by using board games. Board games are enjoyable and educating
in the same time. Young learners will give attention to something fun, so, we can hold their attention with board games because board games is a fun way to learn.
There are so many kinds of board games and it is nearly impossible to use them all, so, the writers limit it in the use of three board games only. They are
scrabble, bingo, and crossword puzzle.
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Teaching vocabulary using those games above is really possible. Beside the games are easy played, there are pictures displayed to make it more attractive.
Even the learners would not realize that they are in the middle of learning process. It is important to make young learners not realize that they are learning, because
the word “learning” sometimes give them pressure. That is way board games are beneficial to improve students’ vocabulary mastery in elementary school.
C. Hypothesis
Based on the explanation above, it is assumed that board games can improve the students’ vocabulary mastery in elementary school.
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CHAPTER III RESEARCH METHODOLOGY
A. Research Setting
This classroom action research was held in SD Negeri Cengklik II Surakarta. The school is located in Jl. Letjen Sutoyo no.16 Cengklik, Nusukan,
Surakarta. Geographically, SD Negeri Cengklik II Surakarta has a strategic place. This school is near to the main road; therefore, it is easy to get transportation.
Actually, there are some other buildings borders SD Negeri Cengklik II Surakarta. There are SD Negeri Cengklik I and SMA N 5 Surakarta in the north side, Letjen
Sutoyo Street on the west side, SMA N 6 Surakarta on the south side and sport field of SMA N 6 Surakarta on the east side. The location of SD Negeri Cengklik
II Surakarta is in educational environment where there are many other school surrounding it. Beside SMA N 5 Surakarta, SMA N 6 Surakarta, and SD Negeri
Cengklik I Surakarta, there are also Tunas Pembangunan University and also Tunas Pembangunan Vocational school. This environment make the students’
learning environment is quiet and safe enough to conduct teaching and learning process.
SD Negeri Cengklik II Surakarta has six grades of class. They are the first until the sixth grade. Each grade consists of one class only and each class consists
of 37 up to 50 students. There are six classrooms in SD Negeri Cengklik II Surakarta. Beside the classrooms, the other rooms in SD Negeri Cengklik II
Surakarta are teacher office, headmaster office, and computer room.
