THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING

  IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Gabriela Bunga Pramudhita

  Student Number: 051214101

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING

  IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Gabriela Bunga Pramudhita

  Student Number: 051214101

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

PAGE OF DEDICATION

  

ABSTRACT

  Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’

Motivation in Language Learning in Bumblebee English Course Yogyakarta.

English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

  There was problem found in the teaching and learning activity of young learners in Bumblebee English Course Yogyakarta. The problem was the lack of motivation to learn the target language. The indicators of having lack of motivation are (1) the students do not want to listen to the teacher and to other students, (2) the students talk a lot during the lesson, (3) the students are afraid of making mistakes, (4) some students seemed shy to express their tasks. By finding out the problem faced by the students in Bumblebee English Course Yogyakarta, the writer offers games technique as the solution in order to solve the problem. This technique is able to enhance motivation and suitable with the students’ ages. There is a question formulated in problem formulation: How does game improve motivation of young learners in Bumblebee English Course Yogyakarta?

  Game is one of the techniques that can be applied to young learners when they have problem such as lack of motivation. In this study, games technique is the way to overcome the lack of students’ motivation in language learning. Game is fun and young learners like to play it. By playing it, the students can experiment, discover, and interact with their environment. Game also gives stimulus to the students to get high motivation in the learning process (Lewis and Bedson, 1999: 5).

  The research method used in this research is classroom action research or CAR. CAR is expected to have learning improvement from the students in the classroom. In this study, CAR is applied in order to optimize the students’ achievement in developing motivation. CAR is a collaborative research which has plan, action, observation, and reflection. These four fundamental aspects of CAR have the important role to overcome the problem. Plan is the first step in classroom action research cycle which aims at finding the problem and offer the solution. Action is the continuity from the plan. The activities in the plan are applied in the action. Observation differs from action, even though it works in the same time. It aims at collecting evidence about the action. Reflection discusses the process of the problems or issues and the result of observation.

  By applying games technique, (1) the students listen to the teacher or their friends when there is explanation, instruction, or story. (2) They also give appropriate responses when the teacher asks questions. (3) They can give enthusiastic responses to the material given by the teacher. (4) They are not afraid anymore of making mistakes and not shy to perform their task in the class. (5)

  Based on the result of the data analysis, there is conclusion that could be drawn. The use of games improves motivation of young learners of Bumblebee English Course Yogyakarta in language learning since the indicators of having motivation are achieved. Besides the conclusion, three suggestions could be drawn. They are for the students, the teachers, and further researchers. For the students, it is suggested to have games language learning outside the class so that they would have better learning. For the teachers, it is recommended that they could use games technique in order to improve the students’ motivation to learn a language. For further researchers, it is recommended to implement this technique in other school or English course.

  Keywords: Motivation, Games

  ABSTRAK

  Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’

Motivation in Language Learning in Bumblebee English Course Yogyakarta .

Yogyakarta: Program Studi Pendidikan Bahasa Inggrsis. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

  Dalam kegiatan belajar mengajar di Bumblebee English Course Yogyakarta, terdapat suatu masalah yang ditemukan pada para murid. Masalah yang ditemukan adalah kurangnya motivasi terhadap murid dalam pembelajaran bahasa target. Indikator dari kurangnya motivasi adalah (1) murid tidak mau menyimak perkataan guru maupun teman lainnya yang sedang bercerita atau memberi instruksi, (2) para murid lebih cenderung berbicara sendiri dengan teman lain saat pelajaran, biasanya membicarakan suatu hal yang tidak berkaitan dengan pelajaran yang sedang didiskusikan, (3) mereka biasanya takut membuat kesalahan, (4) beberapa murid ada yang masih sering malu untuk berbicara atau mengerjakan tugasnya. Setelah menemukan masalah yang dialami oleh para murid di Bumblebee English Course Yogyakarta, pernulis memberikan solusi untuk mengatasi masalah. Teknik ini dapat meningkatkan motivasi murid dan juga cocok dengan umur mereka. Terdapat satu pertanyaan yang dibuat dalam pertanyaan penelitian: Bagaimana cara teknik permainan meningkatkan motivasi para murid Bumblebee English Course Yogyakarta?

  Permainan adalah salah satu teknik yang dapat diaplikasikan kepada anak- anak ketika mereka mempunyai masalah seperti kurangnya motivasi dalam pembelajaran. Dalam penelitian ini, teknik permainan adalah cara untuk menangani motivasi para murid dalam pembelajaran bahasa. Permainan itu menyenangkan dan anak-anak senang memainkannya. Dengan memainkannya, para murid dapat bereksperimen, menemukan sesuatu, dan berinteraksi dengan lingkungannya. Permainan juga memberikan rangsangan terhadap murid untuk mendapatkan motivasi yang tinggi dalam proses pembelajaran (Lewis dan Bedson, 1999: 5).

  Metode penelitian yang diterapkan dalam penelitian ini adalah penelitian tindakan kelas. Penelitian tindakan kelas diharapkan untuk mendapatkan peningkatan pembelajaran dari para murid di dalam kelas. Dalam penelitian ini, penelitian tindakan kelas diterapkan untuk meningkatkan prestasi murid dalam meningkatkan motivasi. Penelitian tindakan kelas adalah penelitian yang kolaboratif di mana penelitian ini mempunyai aspek-aspek dasar, yaitu rencana, tindakan, observasi, dan refleksi. Empat aspek dasar ini mempunyai peran penting dalam menangani masalah yang ada. Rencana adalah langkah awal dalam penelitian tindakan kelas yang berguna untuk mencari masalah dan menawarkan solusi yang ada. Tindakan adalah aksi yang dilakukan setelah rencana. Aktivitas yang ada dalam rencana diterapkan di dalam tindakan. Observasi berbeda dengan mengumpulkan kenyataan yang terjadi dalam tindakan. Refleksi mendiskusikan proses masalah dan hasil dari observasi.

  Dengan menerapkan teknik permainan, para murid diharapkan (1) dapat menyimak cerita atau instruksi dari guru maupun teman lainnya. Mereka juga diharapkan (2) dapat memberi respon yang baik dengan semangat. (3) Mereka tidak takut lagu untuk membuat kesalahan dan tidak malu untuk mengerjakan tugas mereka masing-masing. (4) Para murid dapat mengambil inisiatif untuk berpartisipasi di dalam kelas. Indikator-indikator tersebut menentukan apakah para murid termotivasi dalam pembelajaran bahasa atau tidak.

  Berdasarkan hasil analisis, terdapat satu kesimpulan. Penggunaan teknik permainan meningkatkan motivasi sekelompok anak yang berusia 12-14 tahun di Bumblebee English Course Yogyakarta karena indikator dalam mendapatkan motivasi juga tercapai. Selain kesimpulan, beberapa saran juga dapat ditarik bagi para murid, guru, dan peneliti. Untuk para murid, mengingat bahwa teknik permainan baik untuk meningkatkan motivasi, mereka diharapkan untuk menerapkan teknik permainan di luar kelas agar mendapatkan proses pembelajaran yang lebih baik. Untuk para guru, mereka direkomendasikan agar memakai teknik permainan untuk para murid, khususnya anak-anak. Untuk peneliti, disarankan untuk mengimplementasikan teknik permainan ini di sekolah lain atau tempat les Bahasa Inggris lainnya. Kata kunci: Motivasi, Permainan

  

ACKNOWLEDGEMENTS

  First of all, I would like to give thanks to Jesus Christ for His love, grant, mercy, grace and guidance for I had accomplished this thesis. He is the only one of my power to do everything in my life. He has given me the strength to face the obstacles I had in doing my research.

  I would like to express my sincere gratitude for my sponsor, Christina

  

Kristiyani, S.Pd., M.Pd., for giving me time to discuss my thesis and being so

patient in correcting the mistakes I made.

  My special thanks go to Sweet Suzi Maria, S.Pd. for allowing, helping, and supporting me to do this research in her English Course. I give thanks to my students in Bumblebee English Course Yogyakarta, Gading, Lucky, Ayu,

  

Felicia, and Angga. I thank them for their cooperation during the research. May

  God bless them all in their study. I also thank Bumblebee English teachers, especially Miss Wuri for answering my questions in interview session.

  I dedicate my great gratitude to Mami and Papi for being patient and for supporting me in finishing this thesis. I also give my thanks to my siblings, Gora,

  

Tiara, and Gibran. I give my big thanks to Vincensius Wikan for his great love

  and patience. I hope we can reach our dreams which will take us where we want to go.

  I thank my relatives and Wikan’s family for supporting and reminding me to finish this thesis. I give thanks for Kuncis, Sancrut, Imey, Molen, and Ayi have ever had in my life. I thank my friends, Indro, Andre, Dini, Nita, Sari, and Ruma. I thank them for supporting me in every single day.

  I thank Esti Dewanti, Wuri Krisharyanti, Wuri Krissanti, Agustina

  

Ari, Paulina Gupta, Ria Agatha and Desideria Araya for being my proof-

  reader. I thank them for being patient and careful to read and correct the mistakes I made in my thesis.

  I would also thank people who are not mentioned here. May God widen His blessing to all of them.

  Gabriela Bunga Pramudhita

  

TABLE OF CONTENTS

  Page TITLE PAGE ................................................................................................... i APPROVAL PAGES ....................................................................................... ii PAGE OF DEDICATION................................................................................ iv STATEMENT OF WORK’S ORIGINALITY ................................................ v ABSTRACT ..................................................................................................... vii

  

ABSTRAK ......................................................................................................... ix

  ACKNOWLEDGEMENTS ............................................................................. xi TABLE OF CONTENTS ................................................................................. xiii LIST OF TABLE ............................................................................................. xvi LIST OF FIGURES ......................................................................................... xvii LIST OF APPENDICES .................................................................................. xviii CHAPTER I. INTRODUCTION ................................................................

  1 A. Research Background......................................................

  1 B. Problem Formulation ......................................................

  4 C. Problem Limitation .........................................................

  5 D. Research Objectives ........................................................

  5 E. Research Benefits ............................................................

  6 F. Definition of Terms .........................................................

  7

  CHAPTER II. REVIEW OF LITERATURE ................................................

  17 b. Motivation Theories in Psychology ................................

  29 4. Reflection ........................................................................

  29 3. Observation .....................................................................

  29 2. Action ..............................................................................

  26 1. Plan ..................................................................................

  26 A. Research Method .............................................................

  24 CHAPTER III. METHODOLOGY ................................................................

  20 B. Theoretical Framework ...................................................

  18 c. Language Learning Motivation .......................................

  17 a. Definition of Motivation .................................................

  10 A. Theoretical Description ...................................................

  16 3. Motivation .......................................................................

  14 b. Young Learners in Assessment .......................................

  13 a. Young Learners in Classroom .........................................

  13 2. Young Learners ...............................................................

  12 d. Games for Young Learners .............................................

  11 c. Games Classification .......................................................

  10 b. Language Games .............................................................

  10 a. Definition of Games ........................................................

  10 1. Games ..............................................................................

  30

  C. Research Instruments ......................................................

  33 D. Data Gathering Technique ..............................................

  34 E. Data Analysis Technique ................................................

  35 F. Research Procedure .........................................................

  37 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ....................

  38 A. Cycle 1 ............................................................................

  40 1. Plan..................................................................................

  40 2. Action ..............................................................................

  42 3. Observation .....................................................................

  43 4. Reflection ........................................................................

  46 B. Cycle 2 ............................................................................

  48 1. Plan..................................................................................

  48 2. Action ..............................................................................

  49 3. Observation .....................................................................

  50 4. Reflection ........................................................................

  53 CHAPTER V. CONCLUSION AND SUGGESTIONS ...............................

  55 A. Conclusion ......................................................................

  55 B. Suggestions .....................................................................

  56 REFERENCES .................................................................................................

  57 APPENDICES .................................................................................................

  59

  

LIST OF TABLE

  Table Page 3.1 The Students’ Proficiency ..........................................................................

  32

  

LIST OF FIGURES

  Figure Page 3.1 The classroom action research spiral .........................................................

  28 4.1 The action implementation of the Cycle 1 .................................................

  47 4.2 The story guideline .....................................................................................

  49 4.3 The action implementation of the Cycle 2 .................................................

  54

  

LIST OF APPENDICES

Appendix 1 Permission Letter ..................................................................

  60 Appendix 2 Teaching Materials (Pictures and Rules of Games) ..............

  61 Appendix 3 Transcript of Interviews ........................................................

  73 Appendix 4 Personal Journals of The Students ........................................

  80 Appendix 5 Observation Sheet .................................................................

  86

CHAPTER I INTRODUCTION This chapter discusses the background of the study, problem formulation,

  problem limitation, objectives of the study, benefits of the study, and the definition of terms related to the study.

  Research background covers the reason for choosing the topic. Problem formulation describes the problems that will be discussed in the research. Problem limitation is focused on the basic of the problems that are emerged. Objectives of the study present the purpose of conducting the research. Benefits of the study give information and solution for many people, including the writer herself. The last part, the definition of the terms list is the meaning of certain terms applied in the topic of the study.

A. Research Background

  English language is studied by foreign language learners in formal and non-formal education. In Indonesia, young learners need to master English language because of the globalization era (Larsen and Long, 1991: 1). According to Krashen, Long and Scarcella (1979), quoted by Larsen and Long (1991: 155), since they are still young, it will be easier for them to learn a language. Unfortunately, there are still obstacles to have good understanding of the language.

  2 Observation and interview session was conducted before the cycle was applied. The observation and interview session were done in September 2009. By observing the class and having interview informally, the writer found problem in the teaching learning activity of young learners in Bumblebee English Course Yogyakarta. The problem was lack of motivation to learn the target language. It could be identified by their behavior in the class. First, the students did not want to listen to the teacher when the teacher gave instruction or explanation. It also happened to the other students when they were asked to speak. Second, the students talked a lot during the lesson. They usually talked something out of the lesson. Third, the students were afraid of making mistakes. Last, some students seemed shy to express their task.

  Lack of motivation can be from teachers and students. The teacher always applied the memorizing technique. The students are usually given vocabulary lists to be memorized in every meeting. There is no variation in the students’ learning recently. Besides, it can be quite intimidating to see long lists of verbs that they are expected to commit to memory (Intelegen Inc., 1995). Therefore, it is highly recommended that the teacher gives kind of relaxation techniques, such as games, to keep the students’ anxiety and stress away (Ragunathan, 2001).

  By interviewing some students, memorizing technique made them bored and unenthusiastic to learn the target language. This activity which is not varied tended to make students noisy and not focused in the learning process. The students have lack of motivation because they seemed afraid of making mistakes

  3 Bumblebee English Course Yogyakarta was also interviewed. She said that there were some students who were still shy and unconfident to do their task, for example when the students were asked to answer the teacher’s question, they only whispered the answer or did not speak at all.

  Based on my experience teaching those students, there was indeed problem in motivation. The students were lack of motivation, especially their focus of attention. They often talked unimportant things during the lesson and gave inappropriate responses. During my teaching, I applied storytelling technique which was supposed to motivate the students to be better language learners. In fact, storytelling could not help them to be motivated. Because of this experience in this teaching storytelling, the researcher tries to solve the problem by applying other techniques. In this study, the researcher uses games technique that is considered by the researcher suitable for the students.

  Game is chosen by the researcher because games is fun. According to Setiyadi (2006: 179), language learning for young learners should be fun and natural. Therefore, games technique is suitable for the characteristics of the students. Playing games is a natural part of growing up and learning something. Through games, young learners will experiment, discover, and interact with their environment (Lewis and Bedson, 1999: 1).

  By using games, the students can give appropriate and enthusiastic responses and can take initiative to participate in class. They are also expected not to be afraid of making mistakes and not shy anymore to ask the difficulties or

  4 motivation. By playing games, they want to listen even to the teacher or their friends when there is an explanation, instruction, or story.

  The students in this study are older children. They are about 12-14 years old. They are categorized as young learners since they are not mature enough to be called adolescent. They are also not classified as younger children. Young learners are often thought that they are too young to be able to reflect what they did and why they did something. Fortunately, in the young age, they can learn to manage themselves in their own learning, especially at language learning (Ellis, 1999: 108). Young learners actually can do much more than they will do (Brown cited by Ellis, 1999: 110).

  To conclude, the students will have a greater and better understanding about the target language if the technique is successful to be applied. This study is conducted to find out the solution of improving students’ motivation in language learning in Bumblebee English Course Yogyakarta.

B. Problem Formulation

  The researcher would like to figure out how the research could help young learners of Bumblebee English Course to improve their motivation in language learning. There is a problem that will be discussed here. It can be formulated in the following question.

  How do games improve young learners’ motivation in Bumblebee English Course Yogyakarta?

  5 C. Problem Limitation This study is working on English Language Teaching. It focuses on the developing students’ motivation. The students can be called motivated if the criteria are achieved. They listen even to the teacher or their friends in which there is explanation, instruction or story. They give appropriate and enthusiastic responses to the lesson led by the teacher. They are not afraid of making mistakes. They take initiative to participate in class.

  The research will be implemented for Indonesian young learners in Bumblebee English Course Yogyakarta. They are about 12-14 years old. They are in grade 7, 8, and 9 in Junior High School. They are categorized as older children.

D. Research Objectives

  The objectives of this research are to find out the solution of the problems in students’ motivation in the language learning process faced by young learners of Bumblebee English Course Yogyakarta and to optimize their achievement in improving motivation. The solution is taken by using games technique in which the technique is good and suitable for the students’ characteristics. In other words, it is good for their motivation. After implementing the solution, it is expected that the motivation of young learners in Bumblebee English Course Yogyakarta is enhanced.

  6 E. Research Benefits The result of this study will bring benefits for readers, students, teachers, the writer, and researchers.

  1. Readers This study is presented for the readers to know the suitable technique of teaching learning process to overcome young learners’ lack of motivation. Games technique will make the students motivated to learn the target language.

  2. Students This study is expected to help the students, especially young learners of

  Bumblebee English Course Yogyakarta, to develop their motivation. By using games technique, the teaching learning activity can be done well since this technique is appropriate with the students’ characteristic.

  3. Teachers This study is expected for teachers to be motivated to put or use games technique in the class so that the students’ motivation is enhanced. This study also reminds the teachers of young learners’ needs, which are fun and enjoyable, but still on the track of learning.

  4. Future Researchers This study also has benefits for the other researchers. This study can provide valuable and additional information in the implementation of further research in the broader scope.

  7 F. Definition of Terms There are several important terms related to this study. The terms are defined in the following sentences.

  1. Games Young learners like playing games because games are fun. Game is an activity in which the learners play and interact with their friends and the teacher. It is also an activity that can entertain, engage, and challenge the students to do their task (Wright, Betteridge, and Buckby, 2006: 1). According to Lewis and Bedson (1999: 1), playing games is an important and natural part of growing up and learning. Games facilitate young learners to experiment, discover, and interact with their environment. Besides, games give variation to a lesson and increase the students’ motivation. In this study, the researcher finds games material in order to be applied to the students. The games could be applied in individual work, group work, and class work.

  2. Young Learners In this study, young learners refer to the students who can be called older children. They are called older children because they are not very young and not adolescent yet. There are five older children who are in grade 7, 8, and 9 of Junior High School. The learners join English Course in Bumblebee English Course Yogyakarta. Their characteristics are almost the same. They like talking or chatting by themselves during the lesson. There are two students in grade 7 and two students also in grade 8. There is only one student in grade 9.

  8 The students’ English proficiency is on average. They can make sentences even though sometimes the sentences are not perfect. They know a lot of verbs, such as simple present and simple past, but just a little for past participle. Unfortunately, they are usually wrong when they spell the words. They can make active sentences well, but not for passive sentences. Respondent C and E are in grade 7. Respondent A and D are in grade 8. Respondent B is in grade 9. The student in grade 9 has the same ability as the students in grade 8. The students in grade 7 are as smart as the students in grade 8. Sometimes, the students in grade 7 are smarter than the student in grade 9.

  3. Motivation In this study, motivation relates to the students’ motivation in their language learning. Motivation needs an action from someone until the goal is achieved (Beck, 1978: 24). According to Murray (1938), quoted by Beck (1978: 317), if the motivation is considered for improving the achievement, there is a tendency to overcome obstacles and do something difficult as well as possible.

  Motivation can be defined as abstract definition but at least there are motives from a person to do something in order to have the positive effects (Dornyei, 2001: 1).

  He states that motivation has a very important role in determining the success or failure in any learning situation (2001: 2). Therefore, having high motivation is able to make students better for their learning process. In my study, motivation is limited to performance or attitudes shown by the students in respond to the teaching and learning activity.

  9

  4. Bumblebee English Course Bumblebee English Course is a course program located in Yogyakarta. It is a private course in which the students could request the content of the lesson.

  The students in this English course are varied. There are private class and group class. The group class is divided into three groups. The first group is the children who are in ages of 6-8. The second group is the children who are 9-11 years old. The third group is the children who are in ages of 12-14.

CHAPTER II REVIEW OF LITERATURE This chapter presents two sub-chapters of discussion. The first sub-chapter

  is the discussion on the theories related to this study, which is presented in theoretical description. The second sub-chapter concerns with theoretical framework. It summarizes all relevant theories related to the study.

A. Theoretical Description

  In the theoretical description, the researcher discusses the theories related to the research conducted for young learners of Bumblebee English Course Yogyakarta. There are games, young learners, and motivation.

  1. Games

  a. Definition of Games Games are always related to enjoyment, fun, and excitement. Lee (1965:

  1) states that in language learning, fun and excitement can be profitable in every place. Therefore, young learners are interested in something fun and excited.

  According to Lewis and Bedson (1999: 5), games are fun and young learners like to play them. By playing games, children can experiment, discover, and interact with their environment. Games are good technique to have responses from the listeners or children. It is stated by Ernst as follows.

  A game has a seemingly plausible and innocent surface statement, or opening move, which is aimed at getting a sympathetic response from a

  According to Wright, Betteridge, and Buckby (2006: 1), game is an activity in which the learners play and interact with their friends and the teacher. It is also an activity that can entertain, engage, and challenge the students to do their task. Games not only help but also encourage learners to keep up their interest and work.

  Besides, games add variation to a lesson (Lewis and Bedson, 1999: 1). Games also provide a stimulus to have good motivation in language learning so that the learners’ motivation can be enhanced easily.

  b. Language Games Games bring the teacher and learners closer together. Therefore, games help to ease the process of teaching learning activity (Lee, 1965: 12). Games also help teachers create contexts so that the language becomes useful and meaningful. By using games, there is a tendency that the students want to take part, for example, speaking or writing in order to express their ability. Games provide a way of helping the learners to experience language rather than study it (Wright, Betteridge, and Buckby, 2006: 2).

  Language games are certainly fun since games are suitable for every learner, especially young learners. A good game is a game which is also task- based. The game should be on the right track (Lewis and Bedson, 1999: 5). Language games have set of rules that aim at guiding the learners’ actions. The rules must be clear in order to have a successful language game (1999: 6).

  According to Ernst (1972: 116), knowing the name of a game is not the obvious process. Usually, when the learners have games, they tend to have competitive action. Competition stimulates some learners, but it can also be destructive (Wright, Betteridge, and Buckby, 2006: 1). Therefore, games that are potentially dangerous and destructive need to be minimized or eliminated (Ernst, 1972: 116).

  The main point of language game is about the challenge. Lewis and Bedson (1999: 6) state that language games are healthy challenge to a child analytical thought. They state that the challenge of the games stimulates the learners from being not motivated children become motivated children (1999: 6). The more actively all the learners take part in a game, the better they are in language learning (Lee, 1965: 12).

  c. Games Classification There are four classifications of games. There are class, individual, pair work, and group work. From the four types, the learners have optimum opportunity for speaking practice in using the target language. 1) Class

  The games are played by all pupils in the class. They do the game and work the task together. The games can be speaking, listening, writing, and reading games. The games need cooperation from each learner. 2) Individual

  Individual work in games is usually not really effective. The games given to the learners should be fun if it is for individual work. Therefore, the learners

  3) Pair Work Pair work is easy and fast to organize. It provides opportunities for intensive listening and speaking practice. Pair work is usually better than group work if there are discipline problems. 4) Group Work

  Group work is essential. If there is competition between groups, they should be of mixed ability. If there is no such challenge, the teacher might choose groups according to the ability. This is very much a personal choice.

  d. Games for Young Learners Games are applied to young learners in order to get fun and enjoyable.

  There are two types of young learners. First type is young children. Games for young children begins with simple things. The important thing is giving young children opportunities to acquire basic language for activities (Dunn, 1984: 80). Second type is older children. According to Dunn, they are no longer beginners, but post-beginners. They can manage to communicate in simple English in a variety of clasroom situations and begin to use English to predict into the future and to recount past happenings. Since they are more mature, the material of games will be at a more advanced level.

  2. Young Learners The following section explains the young learners in classroom and young learners in assessment. a. Young Learners in Classroom Phillips (1993: 6) states that the language for the children in classroom is better if it is English and then it is translated in their mother tongue after telling it in English. In a feedback session, children are expected to use English in order to make them accustomed to and aware of activities that develop their speaking skill.

  The aim of giving feedback is for the children to express their feelings and attitudes, it would be counter-productive to expect them to use their limited knowledge of English. What is important is that the children are given clear guidelines on when they are expected to use English and when their first language is permissible. (Phillips, 1993: 6) When telling command or giving instructions to children, it will make the students understand if the teacher also uses gestures as well. If the students are still confused and difficult to speak English, the teacher can help them write sentences on board, then children can read the sentences and start learning to speak English well.

  Different activities require different groupings. Groupings that are mostly used are individual, pairs, groups, and whole class. Individual work is used for reading, making things, for example writing narrative or experience, and keeping vocabulary records. Pair work is done by two children. It is commonly used in speaking activities like mini role plays or the task that asks children to read and write in pairs. Group work consists of three or more children. Unfortunately, it is usually not really conductive to have groups of more than five. The last grouping is whole class that the children can work as a whole class in which the students focus on the teacher. It is seen in a presentation, game, or storytelling.

  Phillips (1993: 8) proposes that physical organization of the classroom is also important. The way of how to arrange and plan the situation in classroom supports the teaching learning activity. It must be appropriate with the activity that will be applied in classroom. For example, if there will be songs and games, open- space classroom is needed. A quiet corner is appropriate for reading or self-study. The classroom can be made like having quite big space for children to come out to the board and to move around the classroom. Physical organization is as important as the others, such as materials and the ways of teaching.

  To help children in memorizing and remembering all materials that have been taught, they must have folder or notebook. In the notebook, they can write grammar, vocabulary notes, and keep all handouts well. Children need to be shown their working organization. Younger children need much more supervision. It is different with older children. Teachers just encourage them in order to be more responsible for their own work.

  The material which is given to young learners is significant for their learning. Teachers have to give appropriate material to learners. Setiyadi (2006: 179) proposes that learning for young learners should be fun and natural for children. Georgiou and Pavlou (2003: 8) says that children are still too young to recognize the usefulness of a foreign language, but they can keep learning through creative and enjoyable technique, such as story, drawing, games, songs, puzzles, and drama. It would not be reasonable to ask younger children to make a story with past tense form or ask older children to color the vocabulary pictures. The as childish activity. The more enjoyable the learning process, the more memorable the material for learners.

  It is common sense that if an activity is enjoyable, it will be memorable; the language involved will ‘stick’, and the children will have a sense of achievement which will develop motivation for further learning. This cyclical process generates positive attitude things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all- round development. (Phillips, 1993: 6) b. Young Learners in Assessment

  Assessment will be a threatening sound and not suited for children at the first, but it is significant part of teaching and learning. Based on Georgiou and Pavlou (2003: 4), assessment can be carried through a number of instruments, for example, tests or self-assessment. It can be formal or informal.

  One of the assessments which could help children’s development is self- assessment. It is extremely important because it promotes invaluable learning skills such as monitoring one’s own progress, reflecting on one’s ability and learning styles and setting personal goals. Furthermore, in self-assessment, children will always say what their feeling is and it gives them a certain sense of empowerment (Georgiou and Pavlou, 2003: 10). When children assess themselves, they have to need more guidance and time. This self-assessment can be from portfolios, questionnaires, conferencing, graphic representations and dialogue journals. It aims at checking children’s language learning progress.

  Feedback is also an important assessment for children. Teachers can discuss together about the feedback of students’ assignment with the children.

  Assessment is not complete as soon as you collect the children’s work. Offering feedback is an integral part of the assessment process and should follow as soon as possible after the assessment task is carried out. One of the best ways to give feedback is through conferencing with the children, when you discuss the results of the assessment. (Georgiou and Pavlou, 2003: 10) It is expected that the teacher gives positive and supportive feedback for the students since they also write the positive and negative about their own learning process. One point that must be avoided is to let the students’ motivation down. The teacher should not make the students depressed, but motivated. Giving feedback is the right activity to motivate the students in order to improve their language learning in case there are students who are still lack of motivation.

  3. Motivation The following section explains the definition of motivation, motivation theories in psychology, and language learning motivation.

  a. Definition of Motivation Dornyei (2001: 7) describes motivation as the choice of a particular action, the effort of doing something and the persistence with doing it. Dornyei also states that motivation explains why people decide to do something, how hard they are going to achieve it and how long they are willing to maintain the activity.

  Motivation is the key of the learners’ success. It determines the successful or unsuccessful learners.

  To summarize, motivation is related to one of the most basic aspects of the human mind, and most teachers and researchers would agree that it has a very important role in determining success or failure in any learning situation. Language learners, who really want to learn a foreign language

  According to Scheidecker and Freeman (1999: 116), quoted by Dornyei (2001: 1), motivation is the most complex and challenging issue faced by teachers today. When there is a student who is well motivated, it is sure if the student has reasons for learning so that the student becomes an enthusiastic and keen learner.

  b. Motivation Theories in Psychology It discusses theories of motivation which dominates motivational approaches. It is taken from Motivation: Theories and Principles.

  1) Expectancy Value Theories The main motivational components of this theory are expectancy of success and the value attached to success on task. Motivation to perform various tasks is the individual’s expectancy of success in a given task and the effort of the individual to success on that task.

  2) Achievement Motivation Theory The main motivational components of this theory are the expectancy of success, value of doing something better, need for achievement, and fear of failure. Achievement motivation is determined by conflicting approach and avoidance tendencies.

  3) Self-efficacy Theory Perceived self-efficacy is the willingness to achieve someone’s goal. It is the main motivational component of this theory. It refers to people’s judgement of their capabilities to carry out certain specific tasks. Their sense of efficacy will determine their choice of the activities attempted.