Different views on the issue of teaching English to young learners have been suggested so far in the field of teaching a second language. Among these views, one of the most practical ones is using games. Applying them may make learning more enjoyable and motivating because of students’ learning without being aware. A great number of studies (Chan & Lin, 2000; Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng, 2008) state that students‟ motivation and confidence can be enhanced in the process of playing games when they achieve learning goals in a relaxing environment. Kuo (2008) further mentions that “games and game-like activities have always been a popular tool in an English class in order to interest and „wake up‟ uninterested students” (p.
Active Learning has a profound impact on student’s learning. It gives students’ an opportunity to thinking critically and work independently. Every part of active learning encourages students to share ideas, act on them, and share the results of their work with others, which inspires everyone in learning. The following are some of the benefits of active learning method found by Gifkin (2015), Kim, Sharma, Land and Furlong (2013), and Braniff (2011), Abbas, Goldsby & Gilmer (2007). 2.4.1 Enhance Students’ Learning Outcome Active learning enhance Students’ Performance, as it actively engages the students’ in the task, leading to better performance in subsequent classes.
Active Learning has a profound impact on student’s learning. It gives students’ an opportunity to thinking critically and work independently. Every part of active learning encourages students to share ideas, act on them, and share the results of their work with others, which inspires everyone in learning. The following are some of the benefits of active learning method found by Gifkin (2015), Kim, Sharma, Land and Furlong (2013), and Braniff (2011), Abbas, Goldsby and Gilmer (2007). 2.4.1 Enhance Students’ Learning Outcome Active learning enhance Students’ Performance, as it actively engages the students’ in the task, leading to better performance in subsequent classes.
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other
Therefore, no doubt that a game gives will lead us into better learning. Wright et al. (2006) provide four reasons the important of a game for students in enhancing their language competencies. First, language learning is hard work and the game will help and encourage many learners to sustain their interest and work). Second, experiencing language, it means game also helps the teacher to create contexts in which the language is useful and meaningful.
Hence, debate is a method of language learning which is applicable not only to improve the students’ speaking skill but also critical thinking. In addition, debate is potential to develop students’ critical thinking and speaking skill. This statement is supported by Walker and Warhust (2000) who claim that debates in the classroom have been effective in increasing critical thinking by letting students connect as they learn subject
Furthermore, in the society or in any social circle where young learners operate, the ability to speak and to listen is crucial in the development of their total personality and eventually social horizon. Children need to speak what they need, feel, and think to be addressed, helped, and understood. Good speaking and listening skills have benefits in one’s personal life which includes wider social circles, improved self-esteem and confidence, favorable academic work and more. In addition to these, Palmer (2014) mentioned in the introduction of his book, Teaching the Core Skills of Listening and Speaking, that making students listen a lot does not automatically make them good listeners, and occasionally making them speak in front of the class does not automatically make them good speakers. The implication of this statement
This use have many advantages and benifits for the learner on many scales. One of the major benefits of using CALL in modern calsses are experiential learning learning and enhancing students achievments.first of all when using CALL students are exposed to a huge amount of human experiences.in such a way, learning by doing will take place.student 's creativity,ways ofv thinking and the number of choices will be increased. Second,the use of CALL will enhance the student outcomes ie the reiforcement of students linguistic skills by affecting their attitudes toward learning,also it builds self-instruction strategies and promotes the student 's self
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
She conducted her research YMJ Junior High School Ciputat. According to her research, it shows that the students’ speaking skills are improved by using communicative games. It is because students can enjoy their learning process by playing games. The other study was conducted by Ratna Sari Dewi, Ummi Kultsum, and Ari Armadi. Their journal is entitled ‘Using Communicative Games in Improving Students’ Speaking Skills’.