GAMES AS WARMING-UP ACTIVITIES IN YOUNG LEARNERS’ CLASSROOMS AT AN ENGLISH COURSE.
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GAMES AS WARMING-UP ACTIVITIES IN YOUNG
LEARNERS’ CLASSROOMS AT AN ENGLISH COURSE
(A Descriptive Study at an English course in Bandung)
A Research Paper
Submitted in partial fulfillment of the requirements for Sarjana Pendidikan degree
By
Noviani Aisyatin 0606368
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
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GAMES AS WARMING-UP ACTIVITIES
IN YOUNG LEARNERS’ CLASSROOMS
AT AN ENGLISH COURSE
Oleh Noviani Aisyatin
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Noviani Aisyatin 2013 Universitas Pendidikan Indonesia
Agustus 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
GAMES AS WARMING-UP ACTIVITIES IN YOUNG
LEARNERS’ CLASSROOMS AT AN ENGLISH COURSE
(A Descriptive Study at an English course in Bandung)
by:
NOVIANI AISYATIN 0606368
Approved by:
Main Supervisor,
Prof.Dr. Fuad Abdul Hamied, M. A., Ph.D NIP. 195008211974121001
Co-Supervisor,
Riesky, S.Pd., M.Ed. 19810525202005011002
The Head of English Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M. Ed. NIP. 196105311984122001
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ABSTRACT
This paper is entitled Games as Warming-Up Activities in Young
Learners’ Classrooms at An English Course. The purpose of this research are: (1) to investigate types of games used by a teacher as warming-up activities in young learners’ classrooms; (2) to find out the advantages of games used by a teacher as warming-up activities in young learners’ classrooms; and (3) to find out the difficulties encountered by teacher during the implementation of games as warming-up activities in young learners’ classrooms.
Data were collected by using observation and interview. This study involved young learner teacher of an English course and her students. The result showed that the teacher applied some types of games proposed by Hadfield (2001) and Evans (1979) as warming-up activities. The advantages of games covered affective, cognitive, class dynamics, and adaptability categories. However, the teacher found it difficult to design appropriate game for the students, giving clear instruction, managing time, grouping the students, and simplifying the instruction. According to the findings, it is recommended that English teachers apply games as warming-up activities in young learners’ classrooms since games are fun for children and help both students and teachers in teaching learning process.
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LIST OF CONTENTS
PAGE OF APPROVAL
STATEMENTS ………. i
PREFACE ………. ii
ACKNOWLEDGEMENTS ………. iii
ABSTRACT ………. v
LIST OF CONTENTS ………. vi
LIST OF TABLES ……….. viii
LIST OF APPENDICES ………. ix
CHAPTER I INTRODUCTION 1.1 Background ……… 1
1.2 Research Questions ……… 5
1.3 Aims of the Research ………. 5
1.4 Significance of the Research ………. 5
1.5 Research Method ……….. 6
1.5.1 Research Design ………. . 6
1.5.2 Participants ………... 7
1.5.3 Data Collection ………. 7
1.5.4 Data Analysis ... 8
1.6 Clarification of Terms ………. 8
CHAPTER II THEORETICAL FOUNDATION 2.1 Games in Language Teaching ……… 9
2.2 Warming-up Activities in Language Teaching ... 16
2.3 The Nature of Teaching English for Young Learners... 17
2.4 The Use of Games as Warming-up Activities in Young Learners’ Classrooms ……….……… 19
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2.5 Related Theories of Games Usage in Language Teaching ………… 20
CHAPTER III RESEARCH METHODOLOGY 3.1 Statement of The Problem ……… 25
3.2 Research Design ……… 25
3.3 Site and Participant ……… 26
3.4 Data Collection ……… 27
3.4 Data Analysis ………... 28
CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 The Types of Games Used by the Teacher as Warming-up Activities … 30 4.2 The Advantages of Using Games as Warming up Activities in Young Learners’ Classroom ...……… 35
4.3 The Difficulties Encountered by the Teacher in Implementing Games as Warming-up Activities in Young Learners’ Classroom… 40 CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ……….. 43
5.2 Suggestions ……….. 44 BIBLIOGRAPHY ...
APPENDICES ... CURRICULUM VITAE ...
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LIST OF TABLES
Table 2.1 Advantages of games……… 13
Table 2.2 Advantages of games according to some experts ………… 15 Table 4.1.The Types of Games Used by Teacher ……… 31 Table 4.2. The Advantages of Games as Warming-up Activities in General … 35 Table 4.3.The Advantages of Games as Warming-up Activities in Categories..37
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LIST OF APPENDICES
Appendix A: Observation and Interview Transcripts
Appendix B: Observation Sheets
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CHAPTER I
INTRODUCTION
1.1.
BackgroundEnglish is considered as a foreign language in Indonesia. Indonesian learners have studied English formally since elementary school until college. Nowadays, English courses have been widespread in Indonesia to fulfil the need of English language learning informally. Some courses offer to teach English in a rigid way, but some others offer to teach English in a fun way. These courses usually have different teaching objectives and teaching procedures that affect the way of language teaching.
The age of learners is a major factor in making a decision about the way of teaching. Harmer (2007) claimed that people of different ages have different needs, competencies, and cognitive skills. We expect children to enjoy the learning process through play. As stated by Paul (2003), a child who encounters a new English word, expression, or pattern through games is far motivated to learn and to internalize the new English word, expression and pattern than a child who receives the new knowledge before the game.
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Children, as young language learners, must make efforts to understand the new language, while teachers have to teach the language without making learners got stressful. As stated by Wright, Betteridge, and Buckby (2006), language is a hard work. An effort is required to understand, to adapt, and to use the new language in conversation and in writing composition. The effort should be maintained at every moment and over a long period of time. In line with this condition, games are needed to help and encourage learners to sustain their interest and work. Games also help teachers to create contexts in which the language is useful and meaningful. It is also supported by Paul’s (2003) statement that games are not simply for practicing language targets. He also added that the most effective learning can be achieved through games.
According to Paul (2003), games are one of the best ways to make children feel deeply involved in the lesson. It is also suitable with one of the characteristics of young learners provided by Scott and Ytreberg (2004), that young children love to play and learn best when they are having fun through the play. Children will be engaged in doing something that makes them enjoyed.
The use of games in teaching process is important to achieve an effective learning. The teaching process usually consists of several phases. Sheils (1988, as cited in Errey’s articles (2012) in TEFL Boot camp articles 2011) mentions phases in communicative teaching called three-phase
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framework. In the three-phase framework, the teaching process is divided into three phases named pre-activity, whilst activity, and post activity.
Sheils (1988) explains that the pre-activity is the first phase of teaching in which the teacher can build a learning environment to raise up the interest of learners in the lesson, to activate the prior knowledge of learners and to prepare learners for the language that can be necessary to perform the main task. The next phase is whilst activity which is the main phase of delivering teaching materials. In this phase the teacher can engage learners in the main tasks including oral or written tasks. The last phase is post-activity. This phase includes the reflection of the ideas and language produced during the main activity and language drill.
Learners usually try to judge the first impression of the lesson in the pre-activity phase. They will be engaged in the lesson when the teacher can raise up their interest. The teacher can use games to engage learners to the lesson. It is related to the characteristics of games itself as proposed by Evans (1979), that games are entertaining and exciting for learners by the competition and suspense of the outcome and the winner of the game. Games may be designed to activate prior knowledge and to prepare language needed in the main task.
According to Wright, Betteridge, and Buckby (2006), games have several advantages in language teaching. Games help teachers to build a
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context in which learners should take part to understand what others say or write and also force learners to express their point of view or give information. In this case, games give a chance for learners to experience the language rather than to study the language. The other advantage of using games is that they provide repeated occurrence and use of particular language form. In other words, games provide meaningful drills that allow learners to have better absorbency in receiving the lesson. It is because meaningful drills give opportunity to the learners to involve the emotion and the meaning of the language. In line with the importance of learners’ comfortable feeling to each other and also to improve their self-confidence which can make them focus on the language lesson, Wright, Betteridge, and Buckby (2006) claim that games are considered as a way of warming people and help them to focus their minds to the lesson.
The issue above gives a stimulus to the researcher to do a study related to games usage as warming-up activities in young learners’ classroom and the advantages of using games as warming-up activities.
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1.2.
Research Questions
The research is focused on the following questions.
1. What types of games are used by the teacher as warming-up activities in young learners’ classrooms?
2. What are the advantages of implementing those games as warming up activities in young learners’ classroom?
3. What are the difficulties of implementing those games as warming up activities in young learners’ classrooms?
1.3.
Purposes of the ResearchThe purposes of the research are to investigate the types of games used by teacher as warming-up activities in young learners’ classroom. In addition, the research is conducted to find out the advantages of and difficulties in implementing the games as warming-up activities in young learners’ classrooms.
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1.4.
Significance of the Research
Educational practitioner such as teachers, students, and other researcher hopefully can get some good impacts of the research. For the teachers, this research may give them more information about the use of games in learning process and the advantages of the games. Meanwhile, students may have a better way to understand the material through games. In addition, for other researcher, this research may support better research in the future.
1.5.
Research Method
1.5.1. Research DesignQualitative case-study method was used in this research. It is because the research was conducted to interpret a phenomenon in natural setting. In line with this, Denzel and Lincoln (2005) as cited in Creswell (2007) define qualitative research as a situated activity that locates the observer in the world. The qualitative researchers study things in their natural settings, attempting to making sense of, or to interpret phenomena in terms of the meanings people bring to them.
The case study method was chosen because the research explored an issue through one case in a bounded system. According to Creswell (2007), case study research is a qualitative approach in which the investigator explores a bounded system (cases) over time, through detailed in-depth data
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collection involving multiple sources of information and reports a case description.
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1.5.2. Participants
The participant involved in the research was a teacher of an English Course in Bandung. The selection of the participant was based on the claim of a teacher that uses some types of games in her teaching as warming up activities.
1.5.3. Data Collection
Classroom observation and interview are the research instruments employed to collect the data. Classroom observation was used to get a brief description of the kinds of games occurred in warming-up activities stage of language learning. Observation was recorded in a form of video and observational notes. Observation video was transcript and coded according to the kind of games occurred. Observational notes were compiled to support the data gained from observation video. The instruments were used to answer the first research question.
The second instrument is interview. Interview was used to get information from the teacher to find out advantages and difficulties that were faced by the teacher. This instrument was done to complete the information gap during observation.
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1.5.4. Data Analysis
After collecting the data from observation and interview, those data were analyzed in three steps. The data were analyzed in some analytic cycles consist of (1) identification, (2) categorization, and (3) interpretation.
1.6. Clarification of Terms
To avoid unnecessary misunderstanding, there are some terms in this paper which are clarified as follows:
a. Game is an entertaining and competitive activity involving skill, chance and endurance governed by a set of rules.
b. Warming-up activities are opening activities in pre-activity phase to warm up classroom situation
c. Teaching procedure is a set of teaching phases.
d. Young Learners refers to learners at age 6 – 12 (first to six graders of elementary school).
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of this research. It contains four sub-chapters, namely (1) statement of the problem, (2) research design, (3) site and participants of the research, (4) data collection techniques, (5) data analysis.
3.1
Statement of the Problem
There are three issues that were investigated in this research, namely (1) the types of games used by a teacher as warming-up activities in young learners’ classrooms, (2) the advantages of those games, and (3) the difficulties of the
implementation of those games as warming up activities in young learners’
classroom.
3.2
Research Design
Qualitative approach was used because it allowed the researcher to study about games in a natural setting and interpret its advantages and difficulties. Qualitative method placed the researcher as an observer of the teaching process in the research. Furthermore, this research explored the activities in a classroom without interfering the teaching process. In line with this, Creswell (2007) stated that the natural setting in collecting data is one of the characteristics of qualitative approach.
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Case-study was selected as the research design because as Creswell (2007) said, the case-study research is a qualitative approach in which the observer explores the bounded system over time. This research investigated the advantages and the difficulties of games in a bounded teaching procedure. This research also involved multiple sources of information such as observation and interview and reported the result in a case description.
3.3
Site and Participant
An English course in Bandung was chosen to be the site of this research
based on the researcher’s pilot observation. Through the pilot observation, the
researcher found out that the standard operational procedure (SOP) of the English course cited games as warming up activities in the beginning of the lesson.
The participant was a female teacher who teaches 7-8 students in the level Junior 3. The reason of the selection of the participant is that the teacher cited games as warming up activities in her lesson plan. She is a new teacher in the English course. She has been trained in this English course for three months before the management of the course gave her the real class. The students of Junior 3 who were taught by her were chosen because the students in this level are the most active and energetic. So that, the teacher can apply any kinds of games.
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3.4
Data Collection
Classroom observation and interview were used as instruments to collect the data. The explanation of each instrument is as follows:
Classroom observation was conducted to investigate (1) the types of games that were used by the teacher as warming-up activities in young learners’ classrooms; and (2) the advantages of implementing those games as warming up
activities in young learners’ classroom. The observation was conducted five times (5th October 2012, 12th October 2012, 24th October 2012, 26th October 2012 and 31st October 2012).
Observation sheets were used during classroom observation. The observation sheets were designed based on observation protocol by Creswell (2007). In the observation sheets there were two columns namely descriptive notes and reflective notes. The descriptive note was used to record some aspects, such as portraits of the informant, the physical setting, particular events and activities. The reflective note was used to record the reaction of the observer. Besides the observation sheets, videos also used to get deeper information about the types of games that were used by the teacher as warming-up activities in
young learners’ classrooms, and the advantages of implementing those games as
warming up activities in young learners’ classroom. Moreover, videos were also used to support observation sheets. Furthermore, the videos were transcribed by
using classroom discourse analysis tool. The researcher labeled student’s utterance by S while teacher’s utterance by T.
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The second instrument is interview. The interview was conducted to get more information about the advantages and the difficulties of the implementation of games as warming up activities according to the teacher perception. Through the interview, the researcher can ask directly to the participant to tell the process before and after she implemented the games. The questions in the interview were not designed in a rigid way. It was also stated by Alwasilah (2002), that the researcher can explain or paraphrase the questions if the respondents cannot understand the questions.
After the data that were gained by conducting classroom observation, the results were transcribed and then categorized into types of games based on Hadfield’s (2001) theory and Evan’s (1979) theory. Besides the data from classroom observation, the data from interview were also transcribed and interpreted to answer the research question about the difficulties of implementing games as warming up activities.
3.5
Data Analysis
Data analysis in qualitative research should be a simultaneous process and were begun when the observation started. After collecting data from observation and interview, those data were analyzed in three steps, namely (1) identification, (2) categorization, and (3) interpretation.
The data gained from observation sheets and observation videos were identified by identifying the characteristics of games that were used by the teacher as warming up activities for the students. After identification step, the games that
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were used by the teacher were categorized based on Hadfield’s theory and Evans’ theory. In Hadfield’s theory, games were categorized into competitive game and cooperative game. Besides categorizes the games into competitive and cooperative games, Hadfield also categorizes those games into linguistic game and communicative game. Furthermore, in Evans’ theory the games were categorized into skill-practiced game, role play game, and simulation game. After categorization process, the data were interpreted to answer the research questions about the types of games that were used by the teacher as warming-up activities in
young learners’ classrooms, and the advantages of implementing those games as
warming up activities in young learners’ classroom.
Besides the data from classroom observation, the data from interview were gained. The gained data were recorded by using voice recorder. To analyze the data, the researcher transcribed the interview both from teacher and student. Then, the transcribed data were interpreted to answer the research questions about the advantages and difficulties of implementing games as warming up activities. Furthermore, the data were linked to proper literature.
The result of analysis data both from observation and interview will be delivered in the next chapter.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions of the research. The conclusions are based on the result of the research presented in chapter IV.
5.1 Conclusions
The purposes of the research are to investigate the types of games implemented by the teacher, to find out the advantages of the implementation of the games, and to reveal the difficulties encountered by the teacher when she implemented the games.
The result of data collection and analysis shows that games were implemented as warming-up activities in young learners’ classroom. The competitive games can warm-up the situation effectively before the teacher starts the main material. Meanwhile, the cooperative games can build class cohesion efficiently. The teacher also implemented linguistic games and communicative games. Since they can improve students’ ability related to linguistic accuracy and communicative function.
From the research, it was also found that games as warming up activities have advantages related to affective, cognitive, class dynamic, and adaptability domains.
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However, there were some difficulties encountered by the teacher. The teacher seemed to have difficulties to design an appropriate game for the students, to give clear instruction, to manage the time, to group the students, to simplify the instruction, and also to improve students’ interest in the game when the students feel tired.
5.2 Suggestions
There are three suggestions directed to English teachers who often use games as warming up activities, English teachers in general, and for those who are interested in conducting similar research.
The first suggestion is for English teachers who often use games as warming up activities. First, the teacher should be more creative to design appropriate game for the students, Second, the teacher should avoid unclear instruction about the rules of the game and simplify the instruction. Moreover, the teacher should manage the time effectively.
The second suggestion is for English teachers in general. It is suggested that they apply games as warming up activities in young learners’ classroom since games are fun for children. Games have been implemented in many teaching learning processes but most of the time the game is not integrated with the whole teaching learning process.
And the last suggestion is for those who are interested in conducting similar research. Future researchers can conduct the study in formal elementary
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schools by using other methods, i.e. experimental method where the reseacher plans the learning activities.
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BIBLIOGRAPHY
Alwasilah, A. C. (2002). Pokoknya kualitatif: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya
Cresswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Sage Publication, Inc.
Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage Publication, Inc.
Errey, M. (2012). Word up: The world’s most popular ESL board games. Retrieved from http: www. TEFLGames.com
Evans, D. R. (1979). Games and simulation in literacy training.
Hadfield, J. (1995). Elementary communication games. London: Nelson English Language Teaching.
Hadfield, J. (2001). Elementary grammar games. Essex: Pearson Education Limited.
Hansen, M. (1994). Grajmy w jezyku francuskim. Jezyki obce w szkole. March-April, pp. 118-121.
Harmer, J. (2001). The practice of English language learning. (4th Ed). Pearson Longman.
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Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language.Retrieved from The Internet TESL Journal, Vol. XII, No. 11, November 2006 http://iteslj.org/ and http://iteslj.org/Articles/Kayi-Teaching Speaking.html
Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press.
Lengeling, M. M. & Malarcher, C. 'Forum' Vol. 35 No 4, October – December 1997 Page 42.
Mauer, J. (1997, September). Presentation, practice, production in the EFL classroom. The Language Teacher, 21(9). Retrieved February 12, 2006, from http://jalt-publications.org/tlt/files/97/sep/maurer.html
Mooney, C. G. (2000). Theories of childhood (An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky). St. Paul: Redleaf Press.
Paul, D. (2003). Teaching English to children in Asia. Quarray Bay: Longman.
Pinter, A. (2006). Teaching young language learner. Oxford: Oxford University Press.
Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom: From theory to practice. New York: Longman.
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Rixon, S. (1981). How to use games in language teaching. London: Macmillan Publishers Ltd.
Scott, W. A. & Ytreberg, L. H. (2004). Teaching English to children. New York: Longman Inc.
Silvers, S. M. (1982). Games for the classroom and the English-speaking club. English teaching forum, 20, 2, pp. 29-33.
Tuan, L. T. & Doan, N.T. M. (2010). Studies in literature and language Vol.1 No.7.
Uberman, A. (1998). The use of games Vol 36 No 1, January-March 1998 Page 20. Poland: Pedagogical University.
Wang, Y-J., Shang, H-F., & Briody, P. Investigating the impact of using games in teaching children English international journal of learning & development ISSN 2164-4063 2011, Vol. 1, No. 1. Retrieved from http://dx.doi.org/10.5296/ijld.v1i1.1118
Wierus, B. & Wierus, A. (1994). Zagraj razem a nami. Czesc I. Jezyki obce w szkole. May-June: pp. 218-222.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning. 3rd Ed. Cambridge: Cambridge University Press.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions of the research. The conclusions are based on the result of the research presented in chapter IV.
5.1 Conclusions
The purposes of the research are to investigate the types of games implemented by the teacher, to find out the advantages of the implementation of the games, and to reveal the difficulties encountered by the teacher when she implemented the games.
The result of data collection and analysis shows that games were implemented as warming-up activities in young learners’ classroom. The competitive games can warm-up the situation effectively before the teacher starts the main material. Meanwhile, the cooperative games can build class cohesion efficiently. The teacher also implemented linguistic games and communicative games. Since they can improve students’ ability related to linguistic accuracy and communicative function.
From the research, it was also found that games as warming up activities have advantages related to affective, cognitive, class dynamic, and adaptability domains.
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However, there were some difficulties encountered by the teacher. The teacher seemed to have difficulties to design an appropriate game for the students, to give clear instruction, to manage the time, to group the students, to simplify the instruction, and also to improve students’ interest in the game when the students feel tired.
5.2 Suggestions
There are three suggestions directed to English teachers who often use games as warming up activities, English teachers in general, and for those who are interested in conducting similar research.
The first suggestion is for English teachers who often use games as warming up activities. First, the teacher should be more creative to design appropriate game for the students, Second, the teacher should avoid unclear instruction about the rules of the game and simplify the instruction. Moreover, the teacher should manage the time effectively.
The second suggestion is for English teachers in general. It is suggested that they apply games as warming up activities in young learners’ classroom since games are fun for children. Games have been implemented in many teaching learning processes but most of the time the game is not integrated with the whole teaching learning process.
And the last suggestion is for those who are interested in conducting similar research. Future researchers can conduct the study in formal elementary
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schools by using other methods, i.e. experimental method where the reseacher plans the learning activities.
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