playing simple grammar game as an alternative way

PLAYING SIMPLE GRAMMAR GAME AS AN ALTERNATIVE WAY TO HELP PRIMARY SCHOOL STUDENTS IMPROVE THEIR GRAMMAR Hendrikus Male [email protected] Universitas Kristen Indonesia ABSTRACT This paper explores the teaching of grammar to foreign young learners. It is aimed at giving some insight to teachers specifically to private English teachers encompassing primary young learner, simple grammar game, and teaching grammar to young learner. This article also provides information of how to conduct simple grammar game in EFL class. Although it is still debatable concerning the teaching of grammar to young learners, teachers should provide fun and interesting activities to teaching it to their pupils. Therefore, it is crucial as the English teacher in teaching grammar to young learners in order to help them recognize adequate number of basic knowledge or language skills in their level. In order to bridge the gap, simple grammar game could be used as a natural way to help and lead them to the understanding of the grammar that they may put and make use of it into their real life context in learning English. Keywords: Grammar, Primary Young Learners, Language Skills ABSTRAK Makalah ini membahas pengajaran tatabahasa Inggris kepada anak-anak Sekolah Dasar dengan tujuan untuk memberikan masukan kepada para guru khususnya untuk guru bahasa Inggris yang mencakup anak-anak Sekolah Dasar, permainan tatabahasa sederhana, dan tata bahasa pengajaran dalam anak-anak Sekolah Dasar. Artikel ini juga memberikan informasi bagaimana cara menjalankan permainan tatabahasa sederhana di kelas bahasa Inggris. Meski masih bisa diperdebatkan mengenai pengajaran tatabahasa kepada anak-anak Sekolah Dasar, guru diharapkan untuk memberikan kegiatan yang menyenangkan dan menarik untuk mengajarkannya kepada murid-muridnya. Oleh karena itu, sangat penting bagi guru bahasa Inggris dalam mengajarkan tatabahasa kepada anak-anak Sekolah Dasar sehingga membantu siswa/i dalam mengenali pengetahuan dasar atau kemampuan bahasa yang memadai di 261

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

tingkat mereka. Untuk menjembatani kesenjangan tersebut, permainan tatabahasa dapat digunakan sebagai salah satu cara alami untuk membantu dan mengarahkan anak-anak Sekolah Dasar dalam memahami tata bahasa yang mungkin dapat dimasukkan dan gunakan ke dalam konteks kehidupan nyata mereka dalam mempelajari bahasa Inggris. Kata Kunci: Permainan Tatabahasa, anak-anak Sekolah Dasar, Pengetahuan Dasar INTRODUCTION

new or foreign language at different

English subject has been removed

in

Indonesia

ages. They also have weaknesses

national

and strengths. Some may learn the

curriculum specifically for primary

language very fast and the other

level.

government

may learn it slowly. In addition, they

recommended the subject be one of

may prefer to learn English based

the local content in state school. Not

on their own preferences of learning

like in state schools, English is still

style. Yet, teaching English to young

taught in primary level even from

learners may need an extensive

kindergarten

private

knowledge of teaching methods or

schools. In the context of English as

strategies teachers should have

a foreign language, the teaching of

since it is fundamental to make the

English to young learner may be

learners

taught differently from the native.

grammar or other language skills.

The

in

many

This is because the language is not

be

more

familiar

with

Primary school students are

used in everyday context. The

categorized

foreign young learner may not be

Scott and Ytreberg (1990) have

familiar

divided young learners into two

with

English

or

new

as

groups,

country where English is not used

specifically, the five to seven years

may

the

old, belong to the first group.

language. They also begin to learn

Slattery and Willis (2006) called this

it

difficult

with

262

under

learners.

language. Besides, children in the

find

children

young

seven,

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

group as “very young learners”. The

c) learn through sounds, playing

second group – young learners –

with

are the eight to ten years old or

songs

words

and

phrases,

children between eight and twelve.

d) like having fun and need not

(Slattery & Willis, 2006). Since

to be aware of learning a

learners have differences among

foreign language

them in terms of what they can do,

e) usually

cannot

read

and

teachers then have to be aware of

write, so they need to learn

the characteristics of certain age of

new words through talk and

children, what they really need in

games

the learning activities such as the

f) are not able to understand

methods or the learning style, or

grammatical rules, they need

other

to hear lots of English, words

aspects

involving

the

children’s participation.

and phrases so that their

Slattery and Willis (2006)

grammar will develop on its

said that children of different ages

own

can perform different things. There

g) Children between seven and

are a number of abilities that they

twelve:

can do at their own level. For

h) usually can read and write or

example:

are in process of learning it

Very young learners:

i) develop their ability to think

a) learn through hearing real

j) are becoming aware of the

English, the same ways as

real worlds and the world of

they

fantasy

learn

their

native

language b) learn

k) are able to plan and do the through

actions,

activity in the best way

games, playing, they learn

l) can work with others and

new words naturally

learn from others

262 263

JDP Volume 10, Nomor 3, November 2017: 261-273

m) are aware of the importance

e. talk in their mother tongue

of reliability and responsibility

about what they understand

for the whole class activities

and do – this helps them

n) are able to make the most of

learn

reading books in English

f. can

o) can understand very simple explanation

about

sounds

how

working

organization

quite

g. are naturally curious

with

h. love to play and use their

language creatively help

hear

the

adults speak

p) are able to experiment with

q) can

they

imitate

accurately and copy the way

language works

language,

generally

imagination

teacher of

with

i. are comfortable with routines

activities

and enjoy repetition

(Slattery & Willis, 2006)

j.

have quite a short attention span and so need variety

According to Slattery and Willis (2006) young children have

Concerning

the

young

typical characteristics, they:

learners, the paper merely focuses

a. are developing very quickly

on the young learners who are in

as individuals

primary schools. Although they have

b. learn in variety of ways, by

been introduced English for few

watching, listening, imitating,

years, they may not be able to

doing things

create and use their own set of

c. are not able to understand grammatical

rules

learning

and

to

make

sense

due

to

the

limitation of the language and age

explanations about language d. try

strategies

ability. Therefore, it is necessary for

of

teachers to create a number of

situations by making use of

strategies or techniques in teaching

non-verbal clues 264 263

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

as solutions to help them cope with

before

having

to

focus

certain topics appropriately.

(Riddell, 2003, p.46).

on

it”

Moreover, the teaching of grammar

in

context

will

help

Grammar as Basic Knowledge of

learners improve either their writing

Language

or communication skills. As Harmer

In studying the language,

(1991,

p.57)

pointed

out

that

learners are also encountered with

"Students need to get an idea of

the

the

how the new language is used by

language such as grammar and

native speakers and the best way of

vocabulary.

of

doing this is to present language in

should

context". Ellis (2006, p. 84) affirmed

basic

grammar,

knowledge

In

the

of

teaching

teachers

understand their learners’ potential ability

comprehensively

that “Grammar Teaching involves

before

deciding it to teach in a traditional

any

way or to include it contextually. “In

draws learners‘ attention to some

genuine communication beyond the

specific grammatical form in such a

classroom, grammar and context

way that it helps them either to

are often so closely related that

understand it metalinguistically and /

appropriate

choices

or process it in comprehension and /

can only be made with reference to

or production so that they can

the context and purpose of the

internalize it”.

grammatical

communication”

technique

that

1998,

Morelli (2003, as citied in Al-

p.102). “Some advantages of this

Mekhlafi & Nagaratnam, 2011, p.

method are, students are exposed

72) states that, “Grammar can be

to

an

taught traditionally or contextually,

authentic or near authentic setting,

but student perception should be

they see or hear the target language

considered

the

target

(Nunan,

instructional

language

in

by

teachers

in

the

decision-making process.” As one of 265 264

JDP Volume 10, Nomor 3, November 2017: 261-273

the basic knowledge, the study of

may be raised whether or not young

language rules to change words into

learners must study the grammar in

sentences

order

normally

deals

with

to

be

fluent

in

their

grammar. Thornbury (1999, p. 1)

communication. The answer is that

defined that “Grammar is partly the

young learners may or may not

study of what forms (or structures)

have to study grammar depending

are possible in a language. Thus,

on the needs of the young learners

grammar is a description of the

or the teachers are knowledgeable

rules that govern how a language’s

to teaching the grammar to them.

sentences are formed”

Harmer

Besides, in general most people

“The

around the world in their childhood

grammar of a language is what

speak their mother tongue without

happens

they

studying the grammar. They even

become plural or negative, or what

start to speak the language and

word order is used when we make

ignore the grammar. It is suggested

questions or join two clauses to

that when the children group up or

make one sentence.” According to

become adult learners they have to

Scrivener (2003),

study the grammar as it is essential

grammar is not just a dry list of facts

in a way of learning the language

and rules. It is in our heads and it is

faster and more efficiently. This is in

a living resource that gives us the

line with Povjakalová (2012) who

ability to communicate our ideas

stated that Grammar is essential

and feelings and to understand what

language skill and it is important for

other people say or write to us.

learning foreign language.

(1987,

p.

1)

to

stated

words

that

when

Ur (1988, p. 4) also defined grammar as “the way language

Teaching

manipulates and combine words (or

Learners

bits of words) in order to form longer

Grammar

to

Young

The teaching of grammar in

units of meanings”. Questions then

EFL 265 266

context

is

traditionally

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

dominated by Grammar Translation

minimum of grammar and what is

method in which the teachers use

important, the older pupils only.”

their mother tongue in order to help

Dendrinos

the learners understand better the

“children build hypotheses about

language

learning.

how the foreign language works

However, in teaching and learning

from the input they have received

English to young learners, it is

during their limited experience with

different from adults even though

the language. Therefore, their errors

young

in

can give teachers useful information

The

about their learning processes and

they

learners

absorbing

new

are

are

good

language.

following are recommendations to

learners:

1)

states

that

their internal grammars.”

teachers in teaching English to young

(2017)

In

addition

to

teaching

young

learners,

Teaching

grammar

to

grammar in context; the teaching of

Scrivener

(2003)

grammar must be put in a context

grammar teaching includes a few

whenever

young

stages that young learners have to

learner. So, they may have a lot of

experience before being able to use

opportunities to use it in their real

a new grammar item. They need to

life situation. 2) Teaching grammar

pay attention to the grammar item in

minimally;

presentation;

teaching it

it

means

to

that

the

proposed

the

that

presentation

teaching of grammar must not be

should be clear which means that

given with all the complex rules or

there should not be any difficulties

regulation, instead teaching it simply

in

and minimally. This is in line with

understand the text. Next, it should

(Scott and Ytreberg, 1990) stating

be

that “Teachers, of course, should be

young learners should use the new

aware of grammar and structures

grammar in an organized way. They

that they want their pupils to know.

are also asked to use a new

But

language effectively resulting in a

they

should

teach

just

a 267 266

understanding,

efficient,

which

they

should

means

that

JDP Volume 10, Nomor 3, November 2017: 261-273

enjoyable learning. This also means

the first time, it is believed that the

that the students will be encouraged

more times pupils are exposed to

and motivated to learn. Next, it

the structure, they will understand

should be appropriate, meaning that

more to using it. Teachers should

the language used has to be proper.

plan activities which the learners

The last, it should be productive

can use as many grammar items as

which means that the pupils should

possible (Scrivener, 2003).

be allowed to create their own

In

summary,

sentences and questions using the

grammar

grammar they have already learned.

teachers should provide many ways

(see, Harmer, 1998).

or

to

in

young

techniques

to

teaching learners,

improve

the

Harmer (1998) further stated

learners’ skills. In addition, the more

that all characteristics can be well

basic language skills young learners

achieved

through

master, the easier it is for him/her to

activities:

using

stories,

songs

the

following

charts, and

texts,

communicate

rhymes,

English itself.

and

understand

dialogues, and visuals for situations. This is in line with Dendrinos (2017)

Teaching

states that “songs, arts and crafts

Games to Young Learners

and activities which involve children

Grammar

As

stated

through

earlier

in the

in using the language can help

Introduction

Section

that

assess learners’ understanding and

teaching

grammar

to

use of grammar. “ Dendrinos (2017)

learners is not the same to adults

further stated that “children learn

due to the lack of attention and

best by playing, singing, and using

ability

language in real situations and for

concept are not similar to one

fun, NOT by explanation.” Even

another even though both adults

though it may not be easy for the

and young learners share the same

pupils to learn a new structure for

physical figures. Moreover, young 268 267

to

of

absorb

the

young

abstract

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

learners tend to have a very short

that the writer created and used to

time span in the sense that in a

use when teaching grammar to

certain

young learners.

topic,

concentrate

for

they a

cannot

long

Name of game: simple grammar

time

compared to adults. To bridge the

Length of time: 15-20 minutes

gap, games can be as solution to

Grade of students: 4-6

overcome the obstacles faced by

Level: Elementary

young learners.

Objectives: Young learners are

Additionally,

games

can

able to write a simple sentence in

accommodate the learners’ desires

the form of statements, negatives or

to learn something in a fun and

questions.

enjoyable way and yet elicit much

Procedure (Rules):

experience out of it. Another reason is

that

young

learners

1) The

teacher

groups

the

enjoy

students into three groups.(for

activities involving much fun while

example, Group A, B and C).

they are learning. However, not all

Each group consists of 5-6

games are suitable to teach young

students.

learners. For example, if the games are

merely

for

fun

and

2) Each group sits in the circle of

not

their group

connected to educational goals, it

3) As each group is ready, the

may not and work out well.

teacher starts to read the rules

There are many kinds of

and play the game. E.g (to the

games that the teacher may use to

teacher) for first round, Group

improve teaching grammar such as

A, B and C, please write down

Guessing Game, Hangman and etc.

something you like for example

Those games may not only function

starting with I like apples. She

as time filler but as part of learning

likes apples

and

teaching

activities.

The

4) For second round, Group A, B,

following is the example of game

and C, write down things you 268 269

JDP Volume 10, Nomor 3, November 2017: 261-273

don’t like. For example I don’t

and so on until the last person’s

like Banana

turn.

5) For third round, Group A, B,

The duration for the first round is 2-

and C, write down things you

3 minutes.

would like to know from your

If they still have time they may

friends what they like. For

continue writing new sentence as

example, do you like mango?

much as possible.

6) Each group has to wait for the

Round B

teacher’s instruction to start

The activity is the same like round A

writing in a specific given time

but the second round focus on

simultaneously.

negative sentence

7) After finishing three rounds,

Round C

the teacher asks the students

The activity is similar to round A or

to exchange their result among

B but the third round focuses on

the groups.

questions.

8) If each group has the same

The simple grammar game is

sentence, then the sentence is

designed to help the young learners

not counted. However if it is

to be able to improve their writing

different, it must be counted as

and speaking skills. Why it is called

points

simple grammar because the topic

9) The group that has the most

or sentence is simple and easy and

different sentences would be

it can be simply changed with

the winner.

others’ simple topic for example I

Round A

like apples can be altered with I am

Having done with the first sentence

happy and so on. Additionally, why

by the first person. The first person

it is suggested to teach grammar

has to pass to the next person in

using games since there can be a

their group to start a new sentence,

lot of fun and young learners prefer to have interesting learning activities

270 269

Male, Playing Simple Grammar Game as an Alternative Way to Help Primary School Students Improve Their Grammar

in which they can actively engage in

is highly suggested that the teacher

the learning and activities process.

should be creative in teaching their

Henceforth,

students. The key is the teacher

playing

learning games

English is

by

worth

him/herself

in

creating

fun

implementing in order to improve

atmosphere or enjoyable teaching

the

skills

and learning activities. Teachers are

specifically grammar. Hence, it can

also hoped to use the grammar as

become one of the solutions to

much as possible and put it into real

avoid

the

life context so that the young

grammar. It is also hoped that the

learners may learn and practice the

primary teachers can use it in their

use of grammar effectively and

class whenever they teach the

efficiently and the most important

grammar.

thing is that teacher can vary their

learners’

language

boredom in

learning

teaching and learning activities by CONCLUSION

using games so that young learners

In the context of English as a

may not feel bored and enjoy each

foreign language, the teaching of

activities given to them as well as

grammar to young learners may not

using the grammar knowledge into

be easy. Apart from its debatable

their real life situation appropriately.

argument whether young learner should be taught grammar or not, it Al-Mekhlafi, A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, IV(2), 69-92.

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