Tulisan Terkini

Tuesday, January 17, 2017



Agus Khairi

Communicative competence is the aim of English language teaching in national education system in Indonesia. Communicative competence means that how to get meaning in order to understand what speaker says in certain context of communication (Hyme in Brown, 2007, p. 196). To achieve the aim of learning English is not easy for most of students in each level of education. It is because English is considered as foreign language for Indonesian people. Thus, some approaches and methods in language teaching are applied in order the students achieve the target of language teaching and learning.
   The existence of methods and approaches in teaching English as foreign language (EFL) are needed by teacher as guidance in conducting teaching and learning in the classroom. By having appropriate approach and method teacher can arrange technique in classroom to make students easier to understand the material given. Technique in teaching can be teachers’ creation base on approach and method used as paradigm. Even though the best approach to teach oral skill become debate in methodological aspect (Richard, 2008 p.19).
One of teacher consideration in English language teaching is teaching speaking as part of four skills that should be taught in the classroom. As EFL students many Indonesian students get difficulties in compose utterances in oral communication because lack of vocabulary and can not produce fast, whereas use grammatical word classes like verbs is one of microskills of oral communication according to Brown (2000, p.272). Creativity in classroom activity is needed in this case to make students easier to gain speaking competence in each level.
Educational games can be developed by teacher in conducting teaching and learning to make class atmosphere fun and conducive. By learning through game, students get lot of benefit (Stojkovic and Jerotijevic, 2011 p. 940). The game has to consist of educational value and designed for helping students achieve the aim of learning process at that time but still it makes students having fun. As Hadfield (1998 p.4) says that “a game is an activity with rules, goal, and element of fun”. Those three elements have to be considered by teacher when use a game in the classroom activity to keep learning process as priority, not only give priority to having fun but avoid goal of learning process.
Game can be used in any level of students at school accord with need and level of difficulty from the material that will be delivered to the students. It will effectively in the end of class activity to make cheerful English classroom activity after a long day learning process (Harmer, 1991 p.101). It is possible to use game at the beginning of the classroom to warm up the activity to get students involved in next learning process and prepare students’ knowledge either grammar or vocabulary needed in material that will be learned. Thus, in this article proposed a game that is designed for teaching grammar and vocabulary at the same time namely grammarly in line.           

This is kind of game that developed to help students produce sentence using category given. This game need fast thinking in deciding and producing sentence. 
·      Increase students’ understanding about grammar
·      Increase student’s speaking ability
·      Assess students understanding about grammar
·      Increase students’ vocabulary mastery 

·      Word card (verb, adjective)
·      Box or other container can be used to put the word card

C.      ROLE
1.         Prepare word card about verb or adjective, especially word that can be categorized into two or more category, e.g. verb; regular verb and irregular verb in form of simple past.
2.         Provide timer (stopwatch)
3.         Divide students into 2-4 groups that consist of 7-12 students in each group (depend on the number of the students you have in the classroom).
4.         Choose which group will be the first, second, and next player.
5.         Ask a group to line up
6.         Each student in the group will take the word card in the box one by one.
7.         Student reads aloud the word in word card and decides to line up based on the category (left or right side of the main line). If the student line up on the correct line, he/she gets 5 point and may go to the next step, but if he/she lines up in incorrect line the student can not go to the next step and back to the main line.
8.         Then, students make a sentence using the word he/she got from the box. If the student can make a correct sentence, the group will get 10 point, but if the student can not make a sentence or he/she make incorrect sentence the students must back to the main line.
9.         Next student continue the step until the last member of group and the teacher will note the time consuming.
10.     Continued by the other group by same step as before.
Winner categories:
1.    The winner is the group get the highest score
2.    If there are two or more group get same score, the winner will be decided based on the fastest time.
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. USA: Pearson Education, Inc.
Brown, H. Douglas. (2000). Teaching by Principle: An Interactive Approach to language Pedagogy. 2nd ed. Longman
Hadfield, Jill. (1998). Elementary Vocabulary Games. England: Longman.
Harmer,  Jeremy. (1991). The Practice of English Language Teaching:  New Edition. New York:  Longman.
Richards, Jack C. (2008). Teaching Listening and Speaking: From Theory to Practice. USA: Cambridge University Press

Stojkovic, Miljana K. and Danica M. Jerotijevic. (2011). Reasons for Using or Avoiding Games in an EFL Classroom. 1st International Conference on Foreign Language Teaching and Applied Linguistics. May 5-7 2011. Sarajevo

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