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UNIVERSITI PUTRA MALAYSIA
THE EFFECTIVENESS OF COMMUNICATIVE GAMES IN DEVELOPING SPEAKING SKILLS OF FORM ONE STUDENTS IN SMKA MAAHAD HAMIDIAH, KAJANG
NORMALIZA ABD. RAHIM
FPP 1998 46
THE EFFECTIVENESS OF COMMUNICATIVE GAMES
I N DEVELOPI NG S PEAKI NG SKILLS OF FORM ONE
STUDENTS IN SMKA MAAHAD HAMIDIAH. KAJANG
NORMAL IZA ABD. RAHIM
Project Submitted in Partial Fulfill ment of the Requirements for the Degree of Master of Science
in the Faculty of Educational Studies Universiti Putra Malaysia
March 1998
THE EFFECTIVENESS OF COMMUNICATI VE GAMES
IN DEVELOPING SPEAKING SKI LLS OF FORM ONE
STUDENTS IN SMKA MAAHAD HAMIDIAH. KAJANG
NORMALIZA ABD. RAHI M
Project Submitted i n Partial Fulfillment of the Requirements for the Degree of Master of Science
in the Faculty of Educational Studies Universiti Putra Malaysia
March 1998
To my husband - Ros lan bin Osman
Ter 7 ma Kas 7 h kerana sen t 7 asa berada
d 7 5 7 5 7 seh 7 ngga k 7 n 7
To my ch 7 l dren
5 i t i Nur A l iaa
A iman Hustaqim
Nur Ma isarah
Muharrmad Hustaqim
Nur Widad
Mamallbu l o ves you so much!!
ACKNOWLEDGEMENT
To En.Ghazali Kamarudin,
Thank you for your mvaluable gUidance and advice. Wzthout you J wouldn't have
completed my Masters.
To Nur Fakhriyyah EI-Emin Mubardi,
Thank you for your time m edztmg my paper. Conslderzng your conditIOn, you managed to finzsh It on time. Take care.
To Emak and Abah,
Terzma Kaslh kerana sentzasa memberz galakan dan sokongan.
To Along, Engab, Alang, Ateh, Noai and Yacik,
Thank you for bemg a happy famlly.
To Mohd Nek Ezar, Nik Ismail, Ya'akub, Nora and Juriah,
Hope we 'Il meet agam sometlme, somewhere and always remember the Km '"
TABLE OF CONTENTS
ACKNOWL EDGEMENTS
TABL E OF CONTENTS
L I ST OF TABLES
L I ST OF D I AGRAMS
L I ST OF ABBRE V I AT I ONS
ABSTRACT
ABSTRAK
CHAPTER
I INTRODUCTION
I nt roduct l on
A B r l ef H l story of Language Tea c h l ng I n ESL S l t u a t l ons I n Ma l ays l a
Backg round Study of the P roj ect
Statement of the Probl em
Res earch Quest l on s
P u rpose of the Study
Gener a l ObJ ect l ves
Spec l f l c ObJ ect l v es
Defl n l t l on of Terms
Games
Commun l cat 1 ve
Commun l cat l ve I n L a nguage Games
Commu n l cat l ve Competence
11
Page
11
Vl Vll
V111
1
6
6
8
9
9
9
10
10
10
11
12
12
lX x
Commun l cat1ve App roach
Ora l SKlll
S l gn l f l cance of the StUdy
Ll m l t a t l ons of the Study
I I REV I EW OF RELATED LITERATURE
I nt roduct 1 on
The Commun l cat l ve L a nguage Tea ch l ng ( CLT )
The Commun l cat l ve Sy l l abus
Teac h l ng Methods , Approaches and Tech n l q ues
P r l n c l p l es of Commun l ca t l ve Methodol ogy
The Need For Ora l Commu n l ca+l on
The S l gn l f l cance of Commun l cat l ve Act l v l t l es I n t h e ESL C l a s s rooms
Language Teach l ng Games
E l ements of t h e Commu n l cat l ve Games
Cha racterl st l c of Commun l c at l ve Game
What Makes a Good Game?
Catego r l z a t l on of Games
The Use of Commu n l cat l ve Games I n Language Tea c h l ng
The Language Tea cher
The Needs of the Lea rner
1 1 1
12
13
14
15
15
20
20
24
"9
31
34
38
39
41
43
46
54
I I I METHODOLOGY
I nt roduct l on
Subj ects
Methods of Sel ect l ng the Subj ects
The Ins t ruments
Sc hedu l e of the Study
Data Col l ec t l on
Ana l ys l S of Data
IV F I ND I NGS
I nt roduct l on
Set 1 ( Tea chers )
Set 2 ( St udents )
Summa ry of the F l nd l ngs
V SUGGESTED COMMUNICATIVE GAMES AND LESSON PLANS
I nt roduct l On
Tea cher ' s P repa ratl on
Superv l s l ng the Game
Rul es of t h e Game
P roduct l on of Mater l a l s
Ta bl e of Games
A Sampl e of Lesson P l a n
1 V
56
57
57
57
59
59
60
61
61
70
74
77
77
79
80
80
82
84
L 1 St o f Games
Les son P l a n 1
Lesson P l an 2
Lesson P l at' 3
V I CONCLUS ION AND RECOMMENDATION
I nt roduct l On
Conc l us l on
Recommendat l ons
Sugges t l on for US l ng Commu n l cat l ve Games
Sugges t l on for t h e Use of Langa uge Teac h l ng Games
Suggest l on s for the P ra ct l s l ng La nguage Teachers
Impl lca t l on fo r the Teac h e r
B I BL I OGRAPHY
APPENDICES
Boa rd Games
Quest l onna l re
v
87
133
147
154
164
164
166
166
167
168
169
Table
1
2
3
4
5
6
7
8
L I ST OF TABLES
F requency dl SIrl but'on of respondents by age
Tea c h 1 ng expe r 1 ence
Respondents ' commun l ca t l ve g ame practl sed 1 n the c l a s s room
Commun l ca t l ve game l nc u l cate s tudents ' commun l cat l ve competence
Commun l cat l ve game 1 nc u l cate students . l l ng u l s t 1 c competence
Commun 1 ca t 1 ve game 1 S the most popu l a r method 1 n l a nguage tea c h 1 ng and l ea rn 1 ng today Commun 1 cat 1 ve game 1 S a n effect l ve method used 1 n Ma l ays l an ESL c l a s s room
F requency d 1 s t r 1 but l on of respondents by m1 d - semester examl nat 1 0n
Breakdown of res pondents ' by l nc l udl ng commun l c at l ve qames l n the l es s on
9 Breakdown o f res pondents ' 1n commun l c a t 1 ve games he l p to mot 1 vate students I n l ea rn 1 ng t h e l anguage
Breakdown o f respondents ' 1 n commun 1 ca t l ve g ames mot 1 vate students ' 1 nterest and bU1 l d
Page
02
63
65
67
67
71
72
s e l f confldence In l ea rn l ng t h e l anguage 73
V l
L I ST OF DIAGRAMS
The H l e r a r ch l ca l Systems s h ows that dlfferent approaches may s h a re the s ame techn l ques and met hods D l a g ram
Methods of tea ch l ng met hodology D l ag ram II
Methods of tea c h l ng methodol ogy - Dl a g ram I I I
V l l
Page
21
22
23
L I ST OF ABBREV IATIONS
ESL EngJ1s h as a Second Language
KBSM Ku r l ku l um Ba ru Sekolah Menenga h
KBSR Ku r l k u l um Ba r u Sekol a h Rend a h
V l l l
Supervi sor
Faculty
Abstract of proJect submi tted to the Senate of Unl versi ty Putra Malays i a i n parti al fulfi llment of the requi rement for the degree of Master of SClence
THE EFFECTIVENESS OF COMMUNICATI VE GAMES IN DEVELOPING SPEAKING SKILLS OF FORM ONE STUDENTS I N SMKA MAAHAD HAMIDIAH. KAJANG
Enci k Ghazali Kamaruddi n
Faculty of Educati onal Studi es
ThlS study alms to (1) lnvestlgate the Form One speaklng Sklll
through communlcatlve game (2) provlde varlety In classroom teachlng
and make learmng useful and meamngful 1n context and (3) determ1ne
the teachers and student� perceptlon on communlcatlve games The
teacher-related vanables are mere demograph1c charactenstlcs (1 e
gender, teachl ng expen ence and 1 n -serV1 ce courses attended) and the
teachers' experlence 1n uSlng communlcat1ve games The student-related
var1ables are mere demograph1c characterlstlcs (1 e gender, age, parent's
occupat lOn and thel r grades 1 n the ml d semester exam1 nat lOn) and the
students' experlence ln learn1ng through communlcatlve games 95% of
the respondents In SMKA Maahad Ham1dlah agree that commun1catlve
games are the most effectlve way In developlng speaklng Sklll
lX
Penyelia
Fakulti
Abstrak projek yang dikemukakan kepada Fakulti Pengajian Pendidikan . Universiti Putra MalaYSl a sebagai memenuhi sebahagian daripada keperl uan untUk ijazah Master Sains
KEBERKESANAN PERMA1NAN KE ARAH KEMAH I RAN BERTUTUR BAG1 PELAJAR T1NGKATAN SATU
01 SMKA MAAHAO HAM101AH. KAJANG
Encik Ghazali Kamaruddin
Pengajian Pendidikan
KaJ l an l n l ( 1 ) mempa stl k a n pel a J a r t l ngkatan s at u d a pat b� tutur
mel a l u l perma l na n ( 2) menyed l a kan kepe l baga l a n d l d a l am ke l a s s upaya
pembe l a J a r a n l eb l h berkes a n dan berma kna (3 ) pe rseps l guru dan pel a J a r
terhadap perma l na n pertut u r a n Aspek - a spek yang d l k a J l a da l a h Jant l n a ,
peng a l aman meng a J a r k u rs us yang d l had l r l dan penga l aman guru d l
d a l am pengg unaan perma l n an yang mel l batkan pertutu ra n Bagl pel a J a r
p u l a ada l a h c l rl - Cl n pe n ba d l sepe rt l J a ntlna , USla , peke rJ a a n bapa d a n l bu ,
keput u s a n pepe r l k s a a n pertengahan semester serta penga l aman pel a J a r
mel a l u l perma l nan pertuturan 95% responden d l SMKA Maahad
Haml d l a h berset u J u tentang keberkes anan perma l n a n ke a ra ,l kenIJh l ran
bertut u r .
x
CHAPTER ONE
INTRODUCTION
The teach l ng o f Engl l s h In the Ma l ay s l a n schoo l s has gone t h rough
a l ot o f c h a nges One ObV l OUS change 1 s the 1 n t roduct l On of a new
syl l abus - the commun l cat 1 ve s y l l abus Al though the commu n l cat l ve
syl l abus h a s been 1 mp l emented I n schools and most teachers a g ree t h at
l a nguage c l a s s room s hou l d be commUn l Cat 1 ve , t hey s eem "to h es l tate
u S l ng the approach 1 n Eng l 1 s h a s a Second Language ( ESl) c l a s s room"
(Hura1an Sukatan Pel a Ja ra n Ma l a ys 1 a 1992) Th1S 1 S due to the fa ct that
the teachers t h1n k that they w1ll be " neg l ect 1 ng the a s pect o f g ramma r "
( Hu ra 1 a n Sukatan Pel a J a ran Ma l ays l a 1 992 ) However 1 n the recent
yea rs , 1 nte rest 1 n the commUn l cat 1 ve use of Engl 1 sh 1 n c l a s s room 1 s gett 1 ng
better Most teachers ag ree that l a nguage c l a s s es shou l d be made mo re
commu n 1 cat 1 ve 1 n response to the a 1 m of the syll abus
Tan S n HJ Abdu l R a hman Ars had 01 rector-Genera l o f Educat l On
s a l d t h a t
"Our object sy 7 7 abuses needed to b e sk 7 7 7 s , mora 7 va 7 ues and 7 nte 7 7 ec tua 7 growth cou 7 d be opera t 7 0na 7 7 sed m the c 7 assroom We began exp 1 on ng a l ternate forms o f assessment and o ther patterns of teach mg and learm ng o f ach 7 e ve th 7 s goa l tha t 7 S the o vera l l deve l opment o f the 7 7d7 V 7 dua 1 " The KBSM 7 s then tmp l emented a con t mua t70n o f the re forms 7 ntroduced 7 n the pr7mary schoo l s , the KBSR"
( Ta n S r 1 HJ Abdu l Ra hma n Ars h a d . 1992 2 Sukatan Pel a J a r an Bahasa I ngger1s )
KBSM lnc l udes
"mcorpora t 7 0n Of va l ues across the curn cu l um de ve l opment of a sys tema t 7 c a ttempt :::c ca ter for the 1 n te II ectua 7 ae ve l opmen! of the pup 7 7 mOV 7 ng away from teacher -centrea 7 ns truc t 7 0n to pup 7 7 -cen tred 7 ea rm ng 3M departure -From an exam ma t 7 0ncentrea obsess7on '
'Tan Srl HJ Abdu l Rahman Ars had 1992 2 Sukatan Pel a J a ra n Bahasa I nggens )
2
He a l s o s ays that the M 1 n 1 stry 1 S rev 1 ew1 ng the Engl 1 s h syl l abus to
gl ve g reater emphas 1 s on the ora 1 a s pects among s tudents �h1 s 1 ,1P 1 1 es
that our student s ' mastery o f the spoken l a nguage 1 S fa r from perfect a n d
a s s uch w e need to prov 1 de ways and methods to 1 mprove 1 t
The KBSM advocates a 1 eve 1 of competence and accu racy 1 n a l l
l eve l s o f l a nguage , 1 nc l ud 1 ng g rammar The KBSM 1 s s k 1 1 1 ba s ed , W 1 t h
empha s 1 s on the 1 nteg ra t 1 on of t h e fou r S k 1 l l s a s we l l a s l a nguage a rea s .
and 1 S a 1 med a t enhanc 1 ng s tudents ' commun 1 ca t 1 ve competence It can be
seen t h a t the KBSM a ttempts to comb 1 ne the best o f both the ' academ1 c '
approach and the 'pract1ca l ' appruach Recent l y the t rend �a s t en to
reconc 1 l e the two approac hes (Hu ra 1 a n Sukatan Pe l a Ja ra n B a h a s a I ngge r 1 s .
1992 )
I t 1 S 1 ndeed t rue that one tea ch1 ng methodo l ogy w1 l l not be the most
a pprop r 1 ate for a l l students And the recent tendency has t he re fore been
towa rd ecl ect 1 c 1 sm , se l ect 1 ng 1 deas , mater 1 a l s and techn 1 ques from v a r 1 0US
sources As s uch much g reater respons 1 b 1 l 1 t y l l es on the teacher for he or
s he must be fam1l1 a r W1 th a W1 der range o f exerC 1 ses , maten a 1 s a n d
3
act1 v 1 t 1 es I t 1 S 1 ns u ff1 c 1 ent for the teacher to J us t p 1 ck up the text book
and teach
I n o rder to fu l f1 l l the Eng l 1 s h 1 anguage syl l abus 1 a nguage teachers
have to f 1 nd ways of c reat 1 ng commu n 1 cat 1 ve act 1 v 1 t 1 es s o that
commum catl On cou l d take p l ace Fo l l ow1 ng that propos 1 t l On, l anguage
tea cher must a s s 1 st s tudents 1 n understand 1 ng and produc 1 ng l anguage t h at
1 S both correct and appropn ate to the s l tuat l On I n order to ach 1 eve t h 1 S
he has to l ook for add 1 t l Onal teac h 1 ng mate n al s and not on l y t h e
pres c r 1 bed text He h a s to f 1 nd 1 t from other sou rces adapt or expl o 1 t 1 t
to the ful l est so that 1 t can be an e+'fect 1 ve too l 1 n teach 1 ng CCiTlmum 3t 1 ve
S k 1 l l s The teacher h a s to produce v a r 1 ed fo rms of act 1 v 1 t 1 es where t h e
students can use the l a nguage 1 n a rel a xed a n d spontaneous s l t u a t 1 0n The
most 1 mportant factor 1 s that these act 1 V1 t 1 es must have a very c l ose
resemb l ance to rea l 1 1 fe s l tuat 1 0n
Where l earn 1 ng a second l anguage 1 S conce rned the mot 1 vat 1 0n of
students p l ay a n 1 mportant rol e S 1 nce Eng 1 1 s h 1 s t a ught a s a s econd
l a nguage s tudents motlvatlon m 1 ght be low Th 1 S 1 S due to the fact that
they f1 nd the l a nguage um mpo rtart compared to the1 r f1 rs l a n Jag e
They w1 1 1 on l y b e 1 nte rested 1 f lt 1 S of benef1 t to t hem I n the eX1 s t l ng
c l a s s room s 1 tuat 1 on the 1 anguage teacher has to " 1 nst 1 1 1 s usta 1 n a nd
enhance" s tudents mot l v a t l On most of the t l me T h 1 S 1 S to keep t hem f rom
bo red a s 1 t 1 S one of the factors that determ1 ne s tudents' att1 t ude towa rds
1 ea rm ng Boredom happens when students f1 nd 1 ea rm ng the 1 anguage
does not req u 1 re them to be al ert and attent 1 ve They do not feel a ny
cha l l enge 1 mposed upon them So l f the teacher can make the students
4
feel that t hey want to l ea rn and what they l ea rn 1 S exc 1 t 1 ng and
cha l l en g 1 ng , they wl l l most llkely l ea rn as much a s pos s l b l e wl t hln thel r
capab1 l 1 t l es Teachers therefore s hou l d c reate mo re 1 nt e rest 1 ng act 1 v 1 t 1 es
for t h e students Thus l ea d 1 �g to s ucces s fu l and effect 1 ve l ea rn 1 ng
Va r 1 0us 1 nteract 1 ve act 1 v 1 t 1 es have been des 1 gned and 1 ncorporated
1 nto l a nguage teach 1 ng s uc h a s g roup probl em s o l v 1 ng act 1 v 1 t 1 es ,
d 1 a l ogues , rol e p l ays , s l mu l a t 1 on , d rama , commu n 1 c a t 1 ve games etc Th 1 S
1 S further s upported by Reve l l , who s ays that
l earm ng 7 S a n act 7 ve process one w7 1 1 engage 7 n an act 7 v 7 ty w7 th eagerness and w teres t to mawtaw 7 tS sa t 7 s fY 7 ng e lements throughout the l esson "
( Revel l , 1979 46 )
The teacher has to be c reat 1 ve so a s to adapt the s ame act 1 v 1 ty to
a ny pa rt 1 cu l a r l ev e l of prof1 c 1 ency Bes 1 des that , he s h o u l d a l s o be a b l e to
c reate v a r 1 0US types of act 1 v 1 t 1 es fo r v a r 1 0US l a nguage S k 1 l l s
Neve rthel ess , he must bea r 1 n m1 nd that these a ct 1 v 1 t 1 es s hou l d be a b l e to
s us ta 1 n the 1 nterest of the st udent and cater for the1 r needs F rom my
p01 nt of V 1 ew the most s U 1 tab l e act 1 v 1 ty 1 S commun 1 cat 1 ve games Wh 1 Ch 1 S
adapta bl e to a ny age l evel
Acco rd 1 ng to Sa nders ( 1 980 2 1 ) teachers who have used the
commun 1 ca t 1 ve games 1 n the ESL c l a s s room ag ree to 1 tS pract 1 ca l 1 ty and
f l eX 1 b 1 l 1 ty Students 1 n the c l a s s room showed the expected c r 1 t e r 1 a from
the games that they pa rt 1 C1 pated 1 n " I nvo l vement , enthus 1 a sm and
empathy" a re the expected c r 1 te r1a that a re p resent d u r 1 ng the
commun 1 cat 1 ve games However , accord1 ng to s ome teachers and
students . educa t 1 0n and games do not comp l ement each other They f 1 nd
1 t d 1 ff1 cu l t to accept games a s bel ng educa t 1 0na l Cont r a ry to t h 1 S V 1 ew .
there 1 S a n 1 ncrea s 1 ng n umber o f teachers who 1 ncorporated
commun 1 ca t 1 ve games 1 nto the1 r l essons over the past few yea rs They
bel 1 eved t h a t games a re an essent 1 a l fact o r of the educat 1 0n a l resou rce
Moreover games ca n be used to express the " p r1 nc1 pl es and concepts of
fact s " that they have 1 earnt beforehand Consequent l y . students s h ow
great 1 nte rest 1 n 1 ea rm ng and cont r 1 bute to more pos 1 t 1 ve att 1 t ude towa rds
1 ea rm ng
Commun 1 ca t 1 ve game encourages students to commun 1 cate They
p rov l ded ways for the students to commun l cate w l t h each other . l n p a l r s .
o r 1 n g roups I n order to ach 1 eve t h 1 S a teacher has to create a s l tuat l On
where there 1 S a need to commu n 1 cate 1 n order to b r 1 dge the gap and get
the requ1 red 1 n format l On to comp l ete the act 1 v 1 ty Th 1 S ca n be done ora l l y
or I n w n t l ng Ba sed on the study made by Sanders l t s ho,JS th ,\t; t h e
games a l mS t o
"s t 7 mu l a ted d 7 scuss 7 0n and m forma t 7 0n trad7 ng transact 7 0ns They a l so encourage the s tudent to deve l op 7 n forma t 7 0n - get t 7 ng s tra tegy and the deve l op ques t 7 0m ng techm ques wh 7 1 e focus 7 ng a t ten t 7 0n on the 7 n forma t 7 0n
( Sanders 1980 32 )
However . many teachers s t 1 l l bel 1 eve that games shou l d be used to
f1 l l 1 n a few m1 n utes at the end of a 1 esson or to occupy the h 1 gh ach1 ever
students wh 1 l e the others catch up on the exerC 1 s e T h 1 S 1 dea shou l d be
cha nged so that games cou l d be l nteg ra ted cl ose l y 1 nto l es sons as one of
the mean s of a ch 1 ev 1 ng teach 1 nq obJect 1 ves rather than J us t h a v wg a n
enjoy a b l e ext ra T h 1 S paper prov 1 des s ome 1 deas a nd s ugges t 1 0ns
6
rega rdl ng materl a l s and techn l ques to be used I n conduct l ng the
commun l cat l ve games These act l v l t l es were dev l s ed and adapted to S U l t
the pup l l s ' needs and l eve l s so that they woul d be encouraged to use the
l anguage mea n l ngful l y
A Brief History of Language Teaching in ESL Situations in Malaysia
I n Ma l ays l a , the advert changes ln Engl l s h La nguage teach l ng and
p l a n n l ng occur red I n 1967 when the pos l t l on of Engl l s h was defl ned In the
Educ a t l on POl l CY a s the second most l mportant l a nguage I n M a l ays l a I n
1 9 7 0 , the Engl l s h Language Sy l l abus Wh l C h was t ra d l t l ona l l y
grammat l ca l I n bas l s was changed to what came to be c a l l ed the St ructure
Syl l a bus Howeve r , the St ructura l Sy l l abus for the upper s econd a ry l evel
was S ubstl tuted by the Commun l c a t l Ona l Syl l abus I n 1977 Th l S was
fol l owed by the l mp l ement atl on of KBSR (New Cur r l cul um ) I n 1988
The l mp l ementat l on of the Commun l cat l ve Approach a s a react l on to the
St ructur a l App roach , Wh l Ch has fa l l ed to deve l op commUn l Cat l ve
competence among ESL 1 ea rners Th l S 1 S so accord l ng to the Sukatan
Pel aJaran Baha s a I nggens by the Kementen an Pendl dl k a n M a l ays l a In
1977
Background Study of the Project
The KBSM Sy l l abus that wa s l mp 1 emented 1 n 1 988 by the
Kementer l a n Pend l d l k a n M a l ays l a was p l a nned I n accordance wl th the
Nat l ona l Educatl on P h l l os ophy The syl l abus h a s l tS core , the concept of
l l fe l ong educat l on gea red towa rds the devel opment of a mora l l y up r l g ht
7
person who l S 1 nte l l ectua l l y s p 1 r l t ua l l y , emot l On a l l y and phys 1 ca l l y
deve l oped
The l mp 1 ementat l On wa s because the educat l On a 1 system W1 shes to
be dynam1 c 1 n order to respond to the needs of the devel op1 ng count ry and
the needs of the l ea rners What the maJ o r 1 ty of the Ma l ays 1 a n l ea rners
need l S a bas 1 c l evel of o r a l prof 1 c 1 ency to enabl e t h em to commun 1 cate
effect 1 ve 1 y
T h e new commun 1 ca t 1 ona l syl l abus 1 n Sukatan Pel a Ja ra n Ba hasa
I ngge r l s KBSM ( 1 988 ) st resses the usage of Engl 1 s h 1 n glven t-a s k s
Accord 1 ng to th 1 S system 1 t 1 S not s u ff1 c 1 ent to teach 1 ea rners t h e s t ructu res
of Eng 11 sh L anguage a l one They must a 1 so 1 ea rn h ow t o rel ate these
st ructu res to the commun 1 c at 1 ve funct 1 0n s 1 n rea l l l fe s l tuat 1 0ns
Therefore the emph a s 1 s 1 S p r 1 ma r 1 l y 1 n the 1 ntegra t 1 on of l a nguage content
w1 t h the four S k 1 l l s 1 1 sten 1 ng spea k 1 ng read 1 ng and wr1 t 1 ng
The 1 mportance of b U 1 l d 1 ng commun l ca t l On a l S k 1 l l s among l ea rners
l S a cha l l enge to teachers of Engl 1 s h where Engl 1 s h l S t a ught a s a s econd
l a nguage One of the g reatest c h a l l enges to teachers 1 S f1 nc1ng tr� most
appropr 1 ate means of teach 1 ng 1 n a spontaneous , commun 1 c a t 1 ve and
enjoya bl e s l tuat 1 0n
To a c h 1 eve t h 1 S pu rpose the teacher l S respon s 1 b l e for c reat 1 ng
s l tuat l On s that prov 1 de opportUn l t 1 es and s t l mul ate l ea rners 1 nto t rywg to
commu n 1 cate ora l l y w1 th the l l tt l e Engl 1 s h that they may have Th 1 S w1 l l
g l ve t h em conf1 dence 1n th e1 r ab 1 11 ty to l ea r n
8
Statement of the Problem
Th roughout 1 1 yea rs of tea c h 1 ng expe r 1 ence 1 n f1 ve schoo l s , I have
found a n umber of probl ems 1 n teacn 1 ng Engl 1 s h a s a s econd l a ngua�e
F 1 rst l y some schoo l s a re not a l l owed to st ream c l a s ses Therefore
1 t 1 S d 1 ff1 c u l t to teach a c l a s s of m1 xed ab1 l 1 ty students w1 t h d 1 ffe rent
l l ngu1 s t 1 c l ev e l s A c l a s s would con s 1 st of students w1 t h l ow ,
1 ntermed 1 ate and advance prof1 C1 ency Second l y the 1 a rge numbe r of
students 1 n a c l a s s makes a l es s on ted 1 0us Students do not have the s ame
opportum ty to spea k T h 1 rdl y "lathophob1 capas 1 a" o r what Sterv 1 ck
( 1 982 8 5 ) expl a 1 n s a s unw1 l l 1 ngnes s to spea k for fea r of mak 1 ng error
Based on my expe r 1 ence 1 n SMK Jengka 6 Pa hang 1 n 1982 t h 1 S stctement
1 S t rue Students we re rel uctant to speak beca use 1 f t hey ma ke e r rors
when they s pea k , t he l r fn ends wou l d l a ugh In other words , l ea rners
refra 1 n from spea k 1 ng pe rhaps for fea r to mak 1 ng e r rors and be1 ng l a ughed
at by peers
Commun 1 cat 1 ve a ct 1 v 1 t 1 es such a s l a nguage games prov 1 de l ea rners
w1 th opportum t 1 es to use the l a nguage 1 n ora l 1 nteractl On For 1 nstance , 1 n
a game c a l l ed ' buY1 ng groce r 1 es ' Students a re to buy grocery 1 tems 1 n a
s hop The 1 tems must be 1 n one category that 1 S groce r 1 es pac ked 1 n t 1 ns
Students a re to 1 nq u 1 re from the s hopkeeper and the pe rson who f1 GJS the
most 1 tems 1 S the W1 nner
To s um up , l a nguage games 1 S the best S o l ut 1 on to ove rcome these
probl ems I n t h 1 S study I 1 nc l ude 12 l a nguage games for s tudents 1 n a
ml Xed-a b 1 l 1 ty c l a s s I t 1 S hoped t h a t by dOl ng the act 1 v 1 t 1 es , students a re
a b l e to commu n 1 cate a s we l l a s enJoy the l es s on
9
Research Questi ons
The resea rch questlons bel ow a re to g U l de me I n comp l et l ng my
study
1 Are most students rel uctant t o s peak Engl l sh dur l ng t h e l r Eng l l sh
l a nguage l es s on?
2 Can communl catlve games hel p students I n a ml xed - ab l l l ty c l a s s I n
devel opl ng spea k l ng S k l l l ?
3 Can 1 anguage games hel p to enhance the students ' 1 nte rest 1 n a
l a nguage l es s on?
Purpose of the Study
Language 1 S um que and ever changl ng Thus , 1 anguag>: 1 S not a n
easy s ubj ect to l ea rn Eng l l s h l S to be of no except l On Teachers ,
students and l ea rm ng env l ronment a re some of the factors that can
cont r l bute t o the s ucces s f u l and effect l ve acqul s l t l on o f the l anguage
The foc us of t h l S paper l S to determl ne how commu n l cat l ve games
can hel p I n the teach l ng of commun l cat l ve S k l l l s Commun l cat l ve games
a re bel l eved to have the capabl ll ty of brea k l ng the monotonous and
conven t l ona l system of l ea rnlng prov l ded by the school
General Objecti ves
Th l S s tudy a l ms at prov l d l ng a v a n ety of games and g roup
actl v l t l es Wh l C h a re gea red towa rds the utl l l s a t l on of spec l fl c l anguage
S k l l l s I t a l so a l ms at g l v l ng a b r l ef reV l ew on how l a nguage games can
be usefu l ly utll lzed 1 n the tea ch 1 ng and l ea rm ng p roces s , not only to
benef1 t the l ea rner but to b r 1 ng s at 1 s fact 1 on to the teacher
Specl fic Objectives
The obJ ect 1 ves of t h 1 S st udy a re
1 to p rov1de v a r 1 ety 1 n cla s s room teach 1 ng a nd ma k e lea rn 1 ng useful
and mea n 1 ngful 1 n context
2 to re1 n force the l ea rners ' spea k 1 ng S k 1 l l t h rough exten s 1 ve pract 1 ce
3 to deve l op 1 2 commun 1 ca t 1 ve l a nguage games Wh 1 Ch c a n promote
ora l S k 1 l l s 1 n the ESL l es s ons
Definition of Terms
Games
The New Book of Know 1 edge Encyc 1 oped1 a , V o l 7 (1988 )
expl a 1 ns that games come from a n o l d Ang l o-Sa xon wo rd 'gamen'
mea m ng ' p l ay ' or ' s port ' I t goes on to expl a 1 n that a game 1 S a n act1 v 1 ty
that 1 S engaged 1 n fun and 1 t ca n be a ny one from a wl de v a r 1 ety , rang 1 ng
from qU 1 te S lt down games to ve ry act 1 ve outdoor s po rts A game 1S a n
act1 v 1 ty w1 th r u l es a goa l a n d an e l ement of fun
By rne ( 1977 1 0 0 ) def1 ned games as " a form of p l ay governed by
cert a 1 n r u l es o r convent l On s " H e further e l aborated that games can
cont n bute to l a nguage prof1 c 1 ency 1 n two ways F 1 rst l y , the), c a n t<-, used
to 1 mprove the l ea rners ' command of l a nguage and second l y , games
prov 1 de opportum t 1 es to use the l anguage effect l ve l y Pe rc l Va 1 and
1 1
E l l 1 ngton ( 1988 1 09 ) a g ree w1 th By rne and stated that games a re exerC 1 ses
Whl Ch l nvol v e competltlon wlth a set of r u l es
Ca r n er ( 1 980 48 ) dehned games as " act1 v 1 t 1 es ca r n ed out by
coorperat 1 ng or compet l ng decls 1 0n makers s eek1ng to a c h 1 eve . w1 t h 1 n a
s et of r u l es and obJ ect 1 ves " H 1 S def 1 n l t l On o f g ames unde r l 1 nes the
e l ements of games These e l ements Wh 1 Ch a re fundamenta l fo r
commu n 1 cat 1 ve games a re supported by R 1 xon ( 1 981 )
Cmmuni cati ve
Commum ca t 7 ve 7 5 the ab 7 l 7 ty to comprehend. share know l edge forms and funct7 0ns and then 7 nterpretes the meam ngs as m tended by the speaker It 7 n vo 1 ves mter l ocutors between more than one person
( L 1 tt l ewood . 1981 52))
A student 1 S not commun 1 c at1 ng when he 1 S repeat 1 ng a d 1 a l og ue .
t ra n s l at 1 ng a read 1 ng . or rec 1 t�ng 1 n chorus Commun l C Clt l On 1 s a n
1 nd 1 V 1 du a l act 1 v 1 ty Wh 1 Ch dema nds 1 nd 1 v 1 d ua l 1 sed 1 nst ruct 1 on
By h a v 1 ng someth1 ng to commUnl cate about 1 s not t h e s ame a s
actua l l y commUn l Cat 1 ng 1 t I n order to a c h 1 eve t h 1 S . a p l a n of act l On must
be c a r r 1 ed out 1 n the context of 1 nteract 1 on The teacher must engage 1 n
a n 1 nteract 1 on w1 th the lea rners Wh1Ch w1 l l enabl e commun 1 cat 1 on to take
p l a c e T h 1 S l S what commun 1 c at1 ve rea l l y mea n s