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