using games to enhance oral communication in upper primary school

8/13/2019 Using Games to Enhance Oral Communication in Upper Primary School

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Using Games to Enhance Oral Communication in Upper Primary School In Rural Area.

Abstract

This article focuses on using language games to enhance oral communication in upper

primary school. The language games in this paper displayed two examples used by the

teacher in their teaching.

The first section highlights the introduction, rationale, aim and objectives to our KBSR

syllabus. In the second section, it reviews the literature reviews, problems in oral

communication and reasons for using language games. The third section highlight on

advantages, disadvantages of using language games, and activities for language games.

Finally in fourth sections, recommendations and conclusion have been discussed.

Overall this paper is prepared to use language games in the teaching of oral communication

in upper primary school in rural area in Malaysia.

1.0INTRODUCTION

At the beginning of my career 9 years ago as a primary teacher in rural school, I

taught English as the way Ive learned. I used most of the Structural Approach such as

Grammar Translation, Audio Lingual Method, Drilling and practice in my teaching lesson.

I found it most of my student feel exhausted due to this method. Although they able to

write quite well, when it comes to speaking skills they turn of their tongue.

The English Language Syllabus (KBSR Year 6 2002) primary school level has

formulated to cover the four main skills, mainly Listening, Speaking, Reading and

Writing. According to Gaudart (1996) the inability of second language children to


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interact orally is a major concern of researches to communicate in the English

Language.This is because they lack confidence, probably due to their social background

where English is seldom or hardly used as the medium of communication. Apart from

that their mother tongue or L1 plays important role in their daily lives.

According to Pivec & Dziabenko 2010 The learning process should be interesting ,easy

and it should be fun to learn, It also should fit with everyday task and the working

environment in order to achieve optimum results. Meaning t it is important to give

prominence on the games to make communication successful rather than on the

perfection or accuracy of the language. Therefore game should be integrated as a part of

the language syllabus because they can help student to sustain the effort of learning.

Hence, this article is to show how language games can be used to teach oral

communication more meritoriously.

1.1Purpose Of Study

Most of the students in rural area are reluctant to communicate or speak during English

Lesson. This is because they are shy and lacking of exposure in the language. Moreover,

most of them came from the middle and poor families. Most of their parent work as

farmers and fishermen. By using the language games to help to enhance and improve

their oral communication skill in upper primary school is chosen to help the teacher

using language games in their teaching and learning activities and also to motivate

students in oral communication.


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1.2Rationale.

Why use language games for improving oral communication?

There are two reasons why language games are used .They are:-

1. To motivate and encourage students to learn English as well to make the lessonenjoyable.

2. To enhance the teaching impact.1.3AIMS

1. To encourage and motivate students performance in English2. To create a friendly and enjoyable environment.3. To make students feel more ease and relaxed to use the language.

1.4OBJECTIVES.

To prepare students for effective listening and speaking. To increase students interest in learning English language. To make students feel confident in using the target language. To enable teacher to access and improve the skills and ability the students to

communicate in English.


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2.0LITERATURE REVIEW.

Macdonough (1993) speaking is desire and purpose driven, in other word; we

genuinely want to communicate something to achieve a particular end. This may involve

expressing ideas and opinions, expressing a wish or a desire to do something negotiating or

solving particular problem; establishing and maintaining social relationship and

friendship.(pg52 , cited in Joji Miyauchi, 1991) Therefore, it is clear that the ability to use the

language is more important than just gain knowledge of language.

Language games are activities that provide opportunities for pupils to practice using

the language, rather than focusing the correct form of the language used. There are many

effective teaching strategies and techniques can be used in the classroom to develop

language skills. As defined by Wright (1979), games can be found to give practice in all the

skills (reading, writing, listening and speaking), in all stages of teaching, learning sequence (

presentation, repetition, recombination ) and free use of the language and many types of

communication.

This is supported by Hadfield. (1987) she said that when games are used in the

process of teaching and learning, games are used in the intensive language is practice by

student to communicate during games activities. Hence, making the language used more

meaningful. As an integral part of any language practice, it can also acts as a diagnostic tool

for the teacher, highlighting areas of difficulty. Related to this, games can be used in English

language lesson. This is because the elements in the games can be applied in the teaching.


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2.1. PROBLLEMS IN ORAL COMMUNICATION

Speaking is the most important step in learning language. However, students are

afraid to participate in it because they are shy and fear of making mistakes.

According to Norrish (1983) the most inhibiting factor in any formal learning

situation is the fear of making mistakes. Owing to that, students feel adequate in

their language abilities tends to protect their image by not participating in class

communication. Thus, some teachers would agree that speaking skills is a difficult

skill to teach and also to encourage spoken language in the class is frequently an

arduous task for the teacher, particularly in class activities.

Other than that, environment the classroom plays important role in

motivating the students to communicate. The large number of pupils, time

management and syllabus itself are the factors cause in communication.

Gaudart (1996) said that when the communicative syllabus introduced, there

were protest from teachers who had been to use drills and reading sentences and

phrases from books for their student to imitate. Only a few accepted the change. By

using games it can be an alternative to the formal way of teaching.


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2.1.1. Definition Of Listening and Speaking

Speaking is a sound based communication using meaningful

utterances. The Longman Dictionary of Contemporary defines speaking as the

ability to talk in a language to express thoughts aloud using voice (p: 826)

As for listening, Widdowson (1978) is the perception of sounds that involves

involuntary process which goes on as auditory capabilities are not defective.

By definition, listening involves the sense of hearing as the media of

interaction. If this is so, the definition concurs with some assumptions made

that listening is a passive skills. However, this view is strongly opposed by

W.M.Rivers (1968) who points out that listening is far from being passive skill

but involves active cognitive procession. The fact is further sported by

Finocchiarrio (1964) when she says:Listening-the first stage must be

associated with meaning .Although people may be able to hear an intonation

pattern or sequence of sounds and may be able to imitate, no real listening

will take place unless they relate the sound to a world, idea or action which

has meaning.

Therefore, it is important to realize that listening is not merely

hearing and paying attention by the sensory organ but it requires active

participation of the cognitive interpretation, understanding, evaluating and

responding.

2.2. REASONS FOR USING GAMES

One of the reasons for the using language game in English is to enhance pupils

oral communication. Byrne, D (1980) states that language games can add fun and


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variety to conversation if the participants are fond of the games. Games are

especially refreshing after demanding conversational activities.

Owing to that, language games allow students to use the language to

communicate with each other as well as to motivate and sustain them. Many

students especially whose mother tongue in not English lack confidence. Therefore,

they face difficulty in communicating orally in English.

3.0. ADVANTAGES OF USING LANGUAGE GAMES

There are a few advantages in using language games as an educational tool in the

process of teaching and learning English. The advantages are as followed:

According to Wright, (1979), games help the teacher to create contents in which

language is useful and meaningful. In fact, it is the enjoyment of the game itself. A

part of it, it can help and motivate many pupils to support their interest and work.

Lee,S.K. (1995:35) said that games can change the role of teacher from formal

instructor to a manager of activities. As a result, students enjoyed participation and

inculcate a close relationship between students and the teacher.

Additionally, he also said that games provide language practice in the various

skills such as speaking, listening, reading and writing. Through an activity like playing

games encourage the pupils to use all the four skills to make the lesson more

practical.


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Through all the points on preceding paragraph, by using language games in oral

communication in class, create a realistic relationship towards teacher and students

in an activity. As a result, students gain accuracy and fluency in the language itself.

3.1. DISADVANTAGES OF USING LANGUAGE GAMES

Although using language games is a good strategy in the process of teaching the

English Language, it has 2 disadvantages. They are:-

1. According to Lee,S.K. (1995), having fun and laughter is not really learning. As thecommon perception is that learning should be serious and solemn in nature. This is

due to the fear that the classroom would be noisy and seems out of control when

games are being carried out during the lesson.

2. Rixon, (1981) added that preparation of materials for games especially if the class islarge; thus causing students to have very limited opportunities to take part. This may

cause some disciplinary problems in the class. Games are handled with fun.

3.2. ACTIVITIES FOR LANGUAGE GAMES

Two games are chosen as examples for this paper.

3.2.1 Just a Minute

Students are expected to speak on impromptu topic for a minute such as My

Family. This game indirectly focus the students to speak out and when played

regularly; since ultimately help improve the students ability in oral communication.

Positive results may not be seen immediately as oral communication skills need time

to develop. This game is suitable for teaching oral communication skills need time to


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develop. It can be effective when teaching topics such a describing, narrating, and

expressing points of view. (Please refer to Appendix 1 for the detailed steps of the

game)

3.2.2. Information Gap

This game requires student to ask questions in order to find out what is

written. On the tags pinned to their backs. Students are forced to formulate simple

questions in order to find out the answers. This indirectly helps them to speak out by

asking questions, or through answering the questions asked by their classmates. It is

suitable for primary students in Year 4, 5, and 6. (Please refer to Appendix 2 for the

detailed steps of the game.)

4.0. RECOMMENDATIONS

At the beginning of my career 9 year ago in primary school in rural areas

using language games in oral communication for primary students is an effective way

to enhance students oral communication. A study by Lee, S.K. and Miyauchi, J.

(1995/1991) stated that, games are a welcome break from the usual routine in the

language class. They are motivating and challenging, as learning a language requires

a great deal of effort. Games can help students to sustain their efforts of learning.

Language games can provide students practice in various skills such as listening,

speaking and reading. It also encourages students to interact with each other.

There are many factors that need to be considered in order to improve the

use of the English language. Some recommendations and solutions for the problem


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arise during the process. The biggest problem is the time. To overcome this, teacher

should work together to organise workshops or courses on the language games.

From the workshop, teachers can create the games for the classroom use as

commercially produce ones would be expensive. This would help to overcome the

financial.

Second, the school should also buy or collect books that have a variety of

language games .We know that number of student in the classroom is large. The

classroom also small to occupy them. Teacher should organise the classroom in

perfect way in order to carry out the activities. This is to make sure the students will

involve in oral communication. This can derive them from feeling so bored by the

monotony of the school day.

Activities should be planned and carried out with the size of the classroom

and pupil enrolment in mind to make sure that all pupils are involved. Language

game must be interesting and effective for pupils and used to motivate the pupils in

using the language.

Conclusion

It is a quite task to make students speak English especially in the majority of

Malaysian classroom in rural area .As it is an effective way to enhance students oral

communication as well as a welcome break from the usual classroom routine which I found

it is boring. So using games it provides students practice listening, speaking and reading

skills and also encourages interaction among student. Therefore, using language games is

one of the strategies that can be applied in the classroom.


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REFERENCES

Byrne, D. (1980). Chpt 5.5 English teaching perspectives. London: Longman Group

Ltd Cambridge : CUP

Gaudart, H. (1996). Innovations in teaching English as a second languages in Malaysia

Hadfield, J . (1987). Advanced communication games. Walton- On- Thames: Thomas

In D.M Khemlani (ed) (1996) Innovations in approaches to the teaching and learning of

English. MELTA Biennial International Conference, 22-24 May 95. Kuala Lumpur : MELTA.

KBSR English Language Syllabus Year 4, (2002 Curriculum Development Centre)

Lee , S.K. (1995). Creative games for the languages class. Vol.33 No1, January-March.

Macdonough,J.and C.Shaw (1993). Materials and Methods in ELT.Nelson and Sons Ltd.

In Miyauchi, J. Attempting to improve students, communicative competence through

speaking

activities.SaitamaPrefecturalMisato-KiraUpperSecondaryschool.

http://www.languagegames.org/la/

Norrish, J. (1983). Language Learners and their errors. London : Macmillan Press.

Rixon, S. (1981). How to use games in language teaching. London: Macmillan.

Wright, Andrew, David Betterridge, and Micheal Buckby. Games for Language Learning.

Cambridge


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Handbooks for Language Teachers Series ed. Penny Ur (1983; report., Cambridge:

Cambridge University Press, 2002).


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APPENDIX 1

ACTIVITIES FOR LANGUAGE GAMES

Two games are chosen as example for this paper.

1. Just a Minute.1. First divide your students into groups. Get each group to give themselves a name e.g.

Superman, Batman etc.

2. The objective of each group is to get as many points as possible.3. The task is to speak on topic for a minute. The referee (the teacher) will provide the

topics.

4. The competition is between the members of the other groups. They have to wrestlethe topic away from the person who is speaking on it. The time is one minute. If the

student can speak in one minute about the topic the group will get 5 points.

5. The group with the most points is the winner.6. The teacher should determine the topics based upon the students level proficiency.

Some examples of topics are My family, My favourite subject


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APPENDIX 2

INFORMATION GAP (MOST FAMOUS NAME)

1. All students to participate in the game.2. Without letting the students see it, the teacher fixes a nametag to each students

back.

3. Students will circulate or walk around the classroom. They have to find out theirname by asking- Yes/No questions.

- Who are they?4. They are not allowed to ask one person more than 43 questions. As soon as

somebody has found out who he/she is, he/she tells the teacher.

5. If he is right , he receives a new nametag.6. The students who has not nametag on his back and thus has guessed his different

personalities most quickly in a given time (20 minutes) is declared the winner.


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PLG 5

THEORY AND PRACTICE IN TESOL

USING LANGUAGE GAMES TO ENHANCE ORAL COMMUNICATION IN UPPER

PRIMARY SCHOOL IN RURAL AREA

NAMA : Azizan bt Shafie S-PM0251/12

LECTURER : PN.NORLIDA BT AHMAD

using games to enhance oral communication in upper primary school

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