Communicative Games in Teaching English at Elementary Schools in Jambi

Erisa Kurniati, Jufrizal, Jufri
2020 Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019)   unpublished
This research was aimed to describe the English language teaching at Elementary Schools using communicative games, especially for 1) design, 2) implementation, 3) evaluation and 4) Improved the students' vocabulary mastery. Quantitative method was used in this research, the data were analyzed and described descriptively. The research was conducted at Elementary Schools in Jambi in class V. The data was collected by using observation sheets to know the English learning process in class, and test
more » ... in class, and test was used in form of pre-test and post-test toward the students to know the improved of students' vocabulary mastery. Based on the research's result, knowing that: 1) English learning design using communicative games can be integrated into the scientific approach through modification of the games' steps. 2) Teaching English at Elementary Schools using communicative games can motivate students to learn English, students were more active and cheerful, students also more receptive to learn English in class. 3) Authentic assessment is done by observation for attitude assessment; test for assess the students' knowledge. 4) Students' vocabulary mastery increases, it is known from the results of students' learning tests before and after using communicative games in learning English in class. Introduction English is the first foreign language that has been introduced at elementary school level from grade 4 to grade 6 in the city of Jambi. English began to be taught as one of the subjects local content arranged in Governor's Regulation No.07, 2017 regulates English as one of the subjects of the local content at Elementary Schools. Learning English for elementary students is certainly not an easy thing for them. Not only children but also English teachers face difficulties in the learning and teaching process. This difficulty is due to many differences found in English. These differences include the many sounds and fowels or consonants of English not found in the arrangement of sounds and focal and consonants in the first language (mother tongue) and in Indonesian (second language). The way of writing and how to read a word in English is not always the same as in Indonesian. For example, the words "one" in English is read "wan." Difficulties in how to pronounce and write can cause stress, fear of making mistakes, lack of confidence, and reduce motivation to learn. These difficulties can also be an obstacle for children to master communication competence in English properly and correctly. However, these difficulties can be overcome if English teachers do things like: recognize the characteristics of elementary school-age children, treat children according to their characteristics, create a pleasant learning atmosphere, choose and use media, methods and learning strategies that are in accordance with the physical, mental, and emotional development of children, and treat children as individuals who are different, and who have interests, abilities, talents, and properties that are not the same. In addition, teachers also need to implement foreign language learning techniques that match their characteristics. Elementary students have characteristics like being curious, and always wanting to gain new experiences. Thus elementary school children also have high motivation. Motivation to learn English for elementary school children will increase even more if the English teacher can create an interesting and fun learning atmosphere. To create an interesting and enjoyable learning atmosphere, of course the teacher must be good at choosing media, methods, and learning strategies. Littlewood (1984) focuses on two important motivational aspects that influence foreign language learning, namely the need to communicate in a foreign language, and attitudes towards the foreign language community. Indonesian children in general want to be able to speak English because basically children are happy about new things. They also generally like foreigners who speak English. So children in general have
doi:10.2991/assehr.k.200306.009 fatcat:elsjk5if6bdefec5qvlsp2ksgu