ArticlePDF Available

The Use of Charades Games in Teaching Vocabulary to the Junior High School Students

Authors:

Abstract

Vocabulary is a knowledge of words and word meanings. To increase the student’s vocabulary, the writer chosen game. A game is an alternative way to teach. One of the alternative games is a charades game. So, based on it the aim of this study is to investigate the effect of charades game toward student’s vocabulary. This study was conducted at the first-grade students of SMPN 18 Mataram in academic year 2017/2018. This study used a quasi-experimental design that is used pre-test and post-test control group design. The population of study involved 40 students from two classes SMPN 18 Mataram in academic year 2017/2018. The writer took all of the students as a sample, and they are 20 students belong to the experimental group and 20 students in the control group. In this study, the writer used the vocabulary test consists of 20 items multiple choice covered with the indicator of vocabulary consist of spelling, pronunciation, and meaning. The result of this study, the students could understand spelling, pronunciation, and meaning and they could answer the test vocabulary easily through charades game. In this data, pre-test, and post-test as the research technique of data collection, then followed by analyzing the data using the t-test formula. The level of significance is at 0, 05%, t-test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho) was rejected. It means that there was a significant difference between the student's pre-test and post-test scores. Thus, the writer concludes that the charades game on the student’s vocabulary affects.
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
The Use of Charades Games in Teaching Vocabulary to the
Junior High School Students
Fauzi Bafadal, Humaira, Nurmasitah
a bc University of Muhammadiyah Mataram, Indonesia, a fauzi.bafadal@gmail.com
I. Introduction
Vo c a b u l a r y i s o n e o f t h e e s s e n t i a l l a n g u a g e c o m p o n e n t s i n s t u d y i n g E n g l i s h . I t i s n e c e s s a r y i n t h e
sense that words are the basic building blocks of language, the unit of meaning from which larger
structures such as sentences, paragraphs and whole texts are formed (Read, 2000 : 1). If people have
less vocabulary, they not only cannot understand others saying, but also cannot make sentences to
transfer their messages to the other people.
Thus, they will understand English expressions if they have enough vocabularies. “If you spend
most of your time studying grammar, your English will not improve very much. You will see most
improvement, if you learn more words and expressions. You can say very little with grammar, but
you can say almost anything with words!” (Thornburry; 2002: 13). So, vocabulary is an important
thing to learn English without understands grammar deeply meanwhile sometimes the teachers still
find out any problems in students vocabulary.
In the fact at SMPN 18 MATARAM there are several problems was faced, there are: The
students” enthusiasm and active learning are still not visible, the students still lack on vocabulary,
They still lack facilities to improve their English learning.
To cope with those problems and the poor of vocabulary mastery, there must be several
solutions. One of the solutions is through game, especially charades game. Charadesgame is one of
game that can use in teaching vocabulary. It will help teachers in teaching and learning English.
According Kaduson and Schaefer (2003: 217), charades is an excellent to facilitate the emotional
education of the children. It can be used as prevention for the emotional well-being of children
experiencing emotional difficulties, or remediation for children who appear to be lagging in
emotional development. Because this game requires the child to be in the center of attention for a
ARTICLE INFO
ABSTRACT
Article history:
Received
Revised
Accepted
Vocabulary is knowledge of words and word meanings. To increase
the student’s vocabulary, the writer chosen game. Game is an
alternative way to teach. One of the alternative games is charades
game. So, based on it the aim of this study is to investigate the effect
of charades game toward student’s vocabulary. This study was
conduct at the first grade students of SMPN 18 Mataram in academic
year 2017/2018. This study used quasi experimental design that is
used pre-test and post-test control group design. The population of
study involved 40 students from two classes SMPN 18 Mataram in
academic year 2017/2018.The writer took all of the students as a
sample, they are 20 students belong to the experimental group and 20
students in control group. In this study, the writer used vocabulary
test consist of 20 items multiple choice covered with indicator of
vocabulary consist of spelling, pronunciation and meaning. The result
of this study, the students could understand about spelling,
pronunciation and meaning and they could answer the test vocabulary
easily through charades game. In this data, pre-test and post-test as
the research technique of data collection, then followed by analyzing
the data using t-test formula. The level of significant is at 0, 05%, t-
test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was
accepted and Null Hypothesis (Ho) was rejected. It means that there
was significant different between the students pre-test and post-test
scores. Thus, the writer concludes that charades game on the
student’s vocabulary has effect.
.
Keywords:
Charades, game, vocabulary
14
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
few minutes, it is intrinsically motivating. Another definition is occur according to Nau (2000),
charades is a game of pantomimes. One should have to act out a phrase without speaking, while the
others try to guess what the phrase is. Similarly, Tate (2004) adds that charades is acting out words,
actions,or feelings in a text. In addition, Glouberman (2003) says that Charades is a game using the
face and the body to communicate.
The writer believes that the game can be the way to minimize the student’s boredom in learning
vocabulary. The writer used charades game because the game is practical and simple to be applied in
class. The game is also suitable to teach English vocabulary for students at the first grades because
this game can make the students in learning new words. This game can also build students self-
confidence because this game is played in groups. The writer expects that by using charades game,
students can memorize new vocabularies easily and enjoy the learning.
There are several writers who have done research in the charades game, the first writer is Windy
DyahIndiani 2013 entitled “the influence of charades game on the students’ competence in English
vocabulary at the fifth grade students of kepongpongan3 elementary school”. Last writer is Bahresi
Farqi Fazat, 2014 entitled “Charades game in teaching vocabulary to the seventh grade students of
MTs Negeri Sewulan Dagangan Medium in Academic year 2013/2014”.
This issue motivates the writer to conduct a research on the student’s vocabulary achievement to
the first grade students in SMPN 18 MATARAM in academic year 2017/2018.
II. Method
A. Research Design
The method that used in this research was Quasi Experimental with the Non equivalent Control
Group Design. According to Nunan (1992) Quasi Experimental is giving pre-test and post-test, using
control group and there is no determination of subject randomly. In this study, the writer was used
quasi experimental because the writer believe quasi experimental helped the writer to investigated
that charades game has effect in teaching vocabulary at the first grade students of SMPN 18
MATARAM. There are some procedures that used in this research as like the researcher divide the
group into two group namely experimental group and control group first group call experimental
group was treated by using Charades game, while second group call control group was not used
charades game.
B. Population and sample
Population is object or subject which has quality and characteristic used by the writer to study
then made the conclusion (Sugiyono, 2014: 80). The total of population in this study at the first
grade students of SMPN 18 MATARAM in academic year 2017/2018 were 40 students which
divided into two classes, they were VII A 20 students, VII B 20 students.
Setyosari (2015: 220) states that sample is a group of objects, people, events, and so on which is
a representation of the whole. Simply Ary, Jacobs, and Sorensen (2010) A sample in a research study
is the group on which information is obtained. Arikunto (2002:134) states that if the subject of
population less than 100, its better to take all of them.
Based on the statements above, in this research the writer was applied purposive sampling. This
population is less than 100 people and in this research the writertook all of the students as a sample
they were VII A 20 students as the experimental group and VII B 20 students as the control group
C. Research instruments
In this study, the writer used a test vocabulary as an instrument. In this study, the writer gave
vocabulary test for the students before and after giving treatment. The test in the form at multiple
choice consist of 20 items that covered with indicator of vocabulary consist of; pronunciation,
spelling and meaning. The sources of instrument taken from the When English Rings a Bell
book.Score is the result of work gives the figures obtained by adding up the numbers for each items
in the correctly test while the value is a number (can also letter) which is the result of change score
Sudijono (2007:309). The correct answer weights does not necessarily have a score of 1 but also
can have1 ", 2 ", 5 and so on. In this research the writer gave score 5 if correct answer and gave
0 if incorrect.
1
2
1
2
15
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
D. Data Collection
The writers collected the data from pre test and post test of the students score experimental group
and control group. There are steps of collecting data as follows:
1. Pre-test
This is the first step in gathering the data,the writer gave the students pre test in the first meeting
in the classroom. That pre test aimed to know underlying knowledge of the students in vocabulary.
The kind test is multiple choices the topic is “things and animals” with 20 questions. The weight of
each question of the test is 5 if correct and 0 is wrong. The student’s correct answer and duration of
the time is about 60 minutes.
4. Treatment
The treatment is presenting charades game for experimental class after the researcher give the
students pre-test while in class control not teach by used charades game. The treatment of charades
game is a technique for experimental class before the writers gave the students post-test. The writer
came to the class with the students in order to know how far the students collected their vocabulary.
The treatment is gave by the writers after pre-test and took value score with gave post-test.
5. Post test
The post-test is the last of meeting for knowing is charades game can usedor not inteaching
vocabulary. The item test consists of 20 questions of multiple choices withthe topic “things and
animals”when the weight of each question is 5 if the answer is correct and zero if the answer
incorrect. The student’s correct answer and duration of the time is about 60 minutes. The test is same
as the one is given in pre test.
E. Data Analysis
The writers used experimental research that describes a quantitative degree. The data collected
from the result of pre-test and post-test. In calculating the students mean score of experimental
group and control group, the researcher used the following formula:
a. To fin d t he stud ents mean sc ore of expe rimen tal and con trol grou p, used the fo llowi ng
formula:
Mx = !
My = !
Where:
Mx: the mean score of experimental group
My: the mean score of control group
X: the total score for experimental group
Y: the total score for control group
N: the number of sample
a. To fi nd ou t the stan dard d eviat ion of expe rimen tal gr oup an d co ntrol g roup . Th e form ula of
standard devotion as follow:
1. Find out the standard deviation of experimental group. The formula as follows:
" - "
Where:
X :The students standard deviation for experimental
N: Number of sample
2. Find out the standard deviation of control group, the formula as follow:
x=x2
(x)2
Nx
16
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
Where:
Y: t he st ud e nt ’s s ta n da rd de vi a ti on fo r c on tr o l gr ou p
N: the number of sample
c. The last in the testing the significance of two variables standard deviation by using the
following formula:
T =
Where:
My : mean score of control group
Mx : mean score of experimental group
N : total number of subject
The deviation of experimental group
Y : the deviation of control group
The degree of freedom:
df: ( Ne + Nc – 2 )
df: degree of freedom
Ne: the number of experimental group
Nc: The number of control class
With the hypothesis statistic as follows:
If t-calculation> t-table: Ho rejected and Ha accepted
If t-calculation< t-table: Ho accepted and Ha rejected
(Arikunto, 2013: 321-326)
IV. Findings and Discussion
A. Data Findings
In this chapter, the writer focus on the statistical analysis of data obtained from the pre-test and
post-test of experimental and control group. The design was select two classes as experimental and
control group. The total population were 40 students consisted of two classes that were class VI1 A
20 students, V1I B 20 students and the writer was took all of the students.
There are three steps the writer used on the technique of data collection:
The first is pre-test, the writer giving pre-test both of group. The aim of these steps, to know the
students basic knowledge of vocabulary mastery with topic ‘how many pet do you have’ consist of
20 multiple choice before giving treatment
The Second is treatment; the aimed of this treatment is presented charades game after giving pre-
test.For experimental group were treated by charades game and control group were not treated by
charades game.
And thirdly is post-test, that is the writer giving after pre-test and treatment the aim of post-test is
to know the students value before and after giving treatment by charades.
y=y2(y)2
N y
MXMy
(x2+y2
NXNy2)(1
NX+1
Ny)
17
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
To get the re sult of thre e st eps abov e th e write r sh owed the re sult of stud ent’s pre- test and pos t-
test below:
A. Computation of mean score
The student’s individual score for both experimental and control groups can be
seen on the following tables:
Table 4.1 The Deviation Scores of Experimental Group
To get mean score of two groups in this investigation, the writer applied the
following formula:
From the table, to get mean score of two groups in these investigations, the researcher applied the
following formula:
"
No.
Name
Pre-test
Pos-test
Gain (pos-test-pre-
test)
1
SD
45
70
25
2
PTR
45
65
20
3
JN
40
65
25
4
DL
30
65
35
5
AR
45
90
45
6
IS
55
85
30
7
TFK
60
85
25
8
SK
60
90
30
9
IS
55
85
30
10
MR
45
75
30
11
WS
40
55
15
12
SR
45
60
15
13
RM
40
60
20
14
LA
60
70
10
15
NA
55
80
25
16
IRN
35
55
20
17
GF
30
65
35
18
GG
40
55
15
19
AM
30
60
30
20
HR
45
60
15
Sum
900
1395
495
13675
"
625
"
900
"
625
"
225
"
225
"
1225
"
100
"
625
!
X2
"
1225
"
900
"
625
"
225
"
400
"
900
"
400
"
900
"
400
"
900
"
225
"
2025
Mx=x
n
Mx=x
n
Mx=495
20
Mx= 24,75
My=y
n
My=y
n
My=300
20
My= 15.00
18
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
B. Computation of standard deviation
For the calculated the students’ standard deviation of two groups, the writer following formula:
a. The mean deviation of experimental group
b. The mean deviation of control group
C. Computation of t-test
x=x2x2
n
x= 13675 4592
20
x= 13675 245025
20
x= 13675 12251,25
x= 1423,75
y=y2y2
n
y= 7100 3002
20
y= 7100 90000
20
y= 7100 4500
y= 2600
t=Mx+My
(x+y
nx+ny2)( 1
nx+1
ny)
t=2475 15.00
(1423,75 2600
20 + 20 2)( 1
20 +1
20 )
t=9,75
(1423,75 + 2600
38 )(0.1)
t=9,75
(4023,75
38 )(0.1)
t=9,75
(105,89)(0.1)
t=9,75
10,59
19
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
Based on the data above, it showed that the students post-test higher than pre-test with score
(900/20) = 45 and (1395/20) = 69,75 It means that there was significant difference between before
and after treatment students were taught by charades game.
In hypothesis the writer used t-test formula. The level of significant is 0,05%, t-test = 2,99 and t-
table= 2,02. From analysis, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho)
was rejected. It means that there was significant different between the students pre-test and post-test
scores. Thus, the writer concludes that charades game at the first grade students of SMPN 18
Mataram has effect on the student’s vocabulary.
B. Discussion
This study aimed to investigation, charades game has effect or not in teaching vocabulary at the
first grade of SMPN 18 Mataram. In this research, the writer used two groups as a sample that were
class VI1 A as an experimental group and VII B as control group, consist of 40 students they were
VII A 20 students and V1I B 20 students.
The result of this study, students could understand about spelling, pronunciation and meaning. In
the fact, before students treated by charades game the students could not understand about spelling,
pronunciation and meaning for example in spelling the students difficult how to spell ‘table’ after
treated by charades game the students could understand the spelling of ‘table’ is ‘ti,ei,bi,ei and i’
after that in pronunciation, the students was could not understand about how to say ‘book’ in their
mind ‘book’ is ‘book’ but actually the pronunciation of ‘book’ is ‘buk’ and the then about meaning,
the student still lack the meaning of words for example when the teacher asked some words like ‘a
teacher’ the students could not understand because the student didn’t know about the meaning of
‘teacher’ but after the writer treated by charades the students could understand because charades
game is a game how to act out words without speaking and have to used pantomime and expression
in order to the students could get the meaning and memorize about the actor or actress act out in
front of the class. Beside spelling, pronunciation and meaning through charades game the students
was in centre of attention for a few minutes and charades game also made classroom more fun and
not bored like when the actor or actress act out some words in the classroom all of the students
thinking hard to guess what the meaning of that words, the students were compete for the best one of
them and the class was enthusiasm, having fun and not bored.
Based on the result, the writer can conclude that used of charades game has effect in teaching
vocabulary at the first grade of SMPN 18 Mataram in academic year 2017/2018.
V. Conclusion
Based on the research, the writer can conclude that ‘Charades Game in Teaching Vocabulary” has
effect because the students could understand about spieling, pronunciation, and meaning then
answer the test vocabulary easily. Based on the data analysis the writer concludes score of
experimental group higher than control group. The result of computation of t-test was 2,99 and t-
table was 2,02. It means that t-test 2,99 is higher than t-table 2,99>2,02 was significantly different.
It means after the students treated by charades game at the first grade students of SMPN 18 Mataram
has effect because charades game could increase their vocabulary
References
1. Bahresi Farqi Fazat. 2014 with entitled “Charades game in teaching vocabulary to the seventh grade
students of MTsnSewulanDagangan Medium in Academic year 2013/2014
2. Cameron, Lynne. 2001. Teaching Languages to Young Learners. New York: Cambridge University Press
3. Carrier, Michael and the Centre for British Teacher. 1984. Take 5. Games and activities for the learner,
Harahap limited Ltd.
4. Creswell, John W. 2009. Research Design 3rd edition: Qualitative, Quantitative, and Mixed Methods
Approaches. USA: SAGE Publicatio ns, Inc.Ramelan, H. 1994. Teaching and Learning Language.
Semarang: IKIP Press.
t=9,75
3,25
t= 2,99
20
Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
5. Dayton, Tian. 1990. Drama Games. New York: Health Communications
6. Ellery, Valerie. 2009. Creating Strategic Readers. New York: Library of Congress Cataloging-in-
Publication Data
7. Gairns, Ruth and Redman Stuart. 2003. Working With Words: A Guide to Teaching and Learning
Vocabulary. New York: Cambridge University Press
8. Harmer, J. 2001.The Practice of English Language Teaching. Cambridge: Longman.
9. Himmele, Persida& William Himmele. 2011. Total Participation Techniques. Alexandria: Library of
Congres Cataloging-in- Pablication Data
10. Kaduson, Heidi Gerard & Schaefer, Charles E. 2003. 101 Favorite Play TerapyTechniques.Estover:
Library of Congress Cataloging in-Publication Data
11. Kaduson, Heidi Gerard & Schaefer, Charles E. 2003. 101 Favorite Play TerapyTechniques.Estover:
Library of Congress Cataloging in-Publication Data
12. Kinds of game in teaching vocabulary.(https://busyteachers.org)
13. Koshy, Valsha. 2005. Action Research for Improving Practice. London: Sage Publication
14. Layne, Marty. 2007. Learning At Home. Canada: Sea Change Publication
15. Linse, Caroline T. 2005. Practical English Language Teaching Young Learners. New York: McGraw-Hill
ESL/ELT
16. Nation, 2001.learning vocabulary in another language. New York: Cambridge University Press.
17. Nation, 2001.Productive vocabulary and receptive vocabulary. Bandung: penerbit.
18. Nation, I. S. P. 2001.Learning Vocabulary in Another Language. New York: Cambridge University Press
19. Nau, Dana. 2000. Rules for the game of charades. Retrieved on June 12 th 2015, fromhttp://
www.readingrockets.org/article.php?ID=472
20. Nunan, D.2003. Practical English language teaching. New York. NY: McGrawhill/Conteporary.
21. Rafinggi, Dhika Lomita. .Teaching Vocabulary by Using Charades Technique for Young Learners.STKIP
PGRI West Sumatra.
22. Richards, Jack C & Willy A. Renandya. 2002. Methodology in Language Teaching: An Anthology of
Current Practice. New York: Cambridge University Press
23. Sugiyono. 2014. ProsedurepenelitianSuatuPendekatanPraktik. Jakarta: RinekaCipta.
24. Suyanto, Kasihani K. E. 2007. English for Young Children. Jakarta: PT BumiAksara
25. Thornbury, Scott. 2002. How to Teach Vocabulary. London: Longman
21
... Most studies have shown that using games as an instructional strategy in language teaching, especially when it comes to vocabulary, has positive results when compared to other vocabulary teaching methods [8,32,33]. However, not all word games are useful in the teaching and learning of languages. ...
... It can take longer to choose or build the best games for the lesson language instructors want to teach than it does to prepare a typical vocabulary lesson. Because of this, Bafadal and Humaira [33] had mixed results while using games in language teaching at the university level. The findings revealed that word games were both inspiring and effective; however, some students did not participate enthusiastically in the games because the material being examined did not align with their interests. ...
... There are many games that can be used to teach English vocabularies, one of those games is charades game (Bafadal & Humaira, 2019). Farqi (2014) states that charades game can also be called a pantomime game where students have to guess words from other friends who act without words or phrases, or with sounds resembling something. ...
... Some articles have been influencing students' competence in English vocabulary. A research conducted by Bafadal & Humaira (2019) investigated the use of charades games in teaching vocabulary for senior high school students. The result indicated that the use of charades games has positive impact on students' vocabulary mastery. ...
Article
Full-text available
The purpose of this study is to determine the effect of the use of charades game on elementary school students in improving English vocabulary as a foreign language. The source of the data in this study were 5th grade students of Madrasah Ibtidaiyah Nahdlatul Ulama Tropodo Sidoarjo, while the data was the application of charades game to 5th grade students of Madrasah Ibtidaiyah Nahdlatul Ulama Tropodo before and after being given a test. Researchers use use pre-experimental quantitative design as the research method. This study uses one group pretest and posttest. The data obtained from the pretest and posttest which is analyzed by using the t-test formula. The results show that at the 5% level the t-test value is higher than t-table (tt) (4.53> 2.024). Based on the test criteria, the results of the study show that there is a significant influence on the students' vocabulary skills after using charades game. It proves that charades game can improve the foreign language vocabulary of Islamic elementary school students, especially in Madrasah Ibtidaiyah Tropodo Sidoarjo. DOI: 10.26905/enjourme.v4i2.4258
... From the results of our guess, we can tell if it's full size. (Bafadal, 2018). ...
Article
Full-text available
This study aimed to test student vocabulary skills front and back class using the Spelling Bee game. A pre-experimental design was used. This research was conducted at Salafiyah Safi'iyah Seblak Diwek Jombang, MT. The sample for this study was class VII D students of MT Salafiya Safiya Sebrak Diwek Jomban for the 2021-2022 academic year. Researchers analyzed data using t-tests with SPSS V.25. After collecting the data, the researchers received results before and after the test, with a average pretest score of 65.68 for her and a mean post-test score of 77.05. The researchers then analyzed the data using a t-test, with a Sig. (two-tailed) result of less than 0.05. Ha can be said to have been accepted. Several conclusions were drawn based on the results of the data analysis. That is, students' vocabulary before teaching with the Spelling Bee Game appeared lower than it was after being taught with the Spelling Bee Game. Vocabulary of students before and after teaching with the spelling bee game. Therefore, maybe concluded and the spelling bee game is effective in class the vocabulary of class VII D of MT Salfiyah Safi`iyah Seblak Diwek Jombang.
... A number of studies carried out to investigate the effects of using games on teaching vocabulary. For example, charades game sometimes called a pantomime game where the learners have to guess words from their peers in the classroom (Bafadal & Humaira, 2019;Farqi, 2014). When teachers use this game, they divide the class into two teams and have one person from each teach select a piece of paper and act out the word. ...
Article
Full-text available
The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.
... (Bafadal & Humaira, 2019;Fansury & Januarty, 2017;Iswinarti, 2010;Meliastari, 2012;Nur, 2013;Parno & Mutiara, 2013;Pebryawan, 2015;Pertiwi et al., 2018;Saputra, 2019;Zikrurrahmat, 2017 (Dzilhijjah, 2016;Madyawati et al., 2015;Rofiah, 2016 ...
Article
Full-text available
Penelitian ini bertujuan untuk mendeskripsikan alpha zones’ games berbasis kecerdasan majemuk dalam membentuk perilaku empati. Jenis penelitian ini adalah deskriptif kualitatif dengan desain penelitian studi kasus yang difokuskan pada perilaku empati siswa. Subjek penelitian meliputi kepala sekolah, guru kelas, siswa kelas IV-A dan IV-B di MIM PK Kartasura. Pengumpulan data utama dilakukan melalui observasi dan ditunjang melalui wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1) Manajemen alpha zones’ games berbasis kecerdasan majemuk dalam membentuk perilaku empati siswa sangat efektif; (2) Faktor-faktor pendukung, seperti motivasi, wawasan, dan kreativitas guru, pemilihan alpha zones’ games, motivasi siswa, serta sarana dan prasarana; dan (3) Usaha pelestarian permainan, seperti melaksanakan zona alfa di setiap pagi, memilih permainan tradisional, merefleksi permainan, dan memotivasi siswa. Dengan demikian, riset ini memberikan implikasi keilmuan dan praktis terkait implementasi alpha zones’ games di tingkat pendidikan dasar. Kata kunci: alpha zones’ games, empati, kecerdasan majemuk, siswa sekolah dasar Management of Alpha Zones’ Games based on Multiple Intelligences to Build Empathy Among Elementary School Students Abstract This study is an attempt to describe the alpha zones’ games based on multiple intelligences in forming empathy behavior. The type of this research is qualitative descriptive which case of study research design focused on students’ empathy behavior. Research subjects are the principal, class teachers, IV-A and IV-B grade students at MIM PK Kartasura. The data collection mainly used an observation and supported by interview and documentation. The results showed that: (1) The management of alpha zone’ games based on multiple intelligences in forming students’ empathy behavior was very effective; (2) Supporting factors, such as teacher motivation, insight and creativity, selection alpha zone game, student motivation, facilities, and infrastructure; as well as (3) Preservation effort games, such as implementing alpha zones every morning, choosing traditional games, reflecting games, and motivating students. Therefore, the results of this research implied on theoretical and practical implementation of alpha zones’ games in elementary school level. Keywords: alpha zones’ games, empathy, multiple intelligences, elementary school’s students
Conference Paper
Full-text available
Tidak boleh diproduksi sebagian atau keseluruhannya dalam bentuk apapapun tanpa izin tertulis dari penulis. Kutipan Pasal 9 Ayat (3) dan Pasal 10 UU No 28 tahun 2014 Tentang Hak Cipta. 1. Pasal 9 Ayat (3) : Setiap orang yang tanpa izin pencipta atau pemegang hak cipta dilarang melakukan penggandaan dan/atau penggunaan secara komersial ciptaan". 2. Pasal 10 : Pengelola tempat perdagangan dilarang membiarkan penjualan dan/atau penggandaan barang basil pelanggaran Hak Cipta dan/atau Hak Terkait di tempat perdagangan yang dikelolannya"
Presentation
Full-text available
This presentation will introduce different yet complementary empirical studies as part of the TOETOE (Technology for Open English – Training with Open E-resources) project, managed by Alannah Fitzgerald, with SCORE and Durham University’s English Language Centre (DUELC). Teaching participants involved in an OER cascade project carried out at DUELC, Terri Edwards, Jeff Davidson, Clare Carr and Lesley Kendall, all experienced practitioners in English for Academic Purposes (EAP) will present their first-hand experience of engaging with open practices for the first time with the design, development and delivery of innovative OER for EAP courses. OER in open file format were developed for teacher and learner training across two different EAP student cohorts (intermediate and proficient users of English) of two classes each for enhancing student writing and vocabulary acquisition in their specific subject domains. Both students and teachers made impactful changes in their language learning and teaching practice by utilising a range of open content and open tools. A variety of innovative OER were employed in the study, including: open corpora derived from Google and Wikipedia collections as part of the FLAX (Flexible Language Acquisition Project) based at the University of Waikato in New Zealand http://flax.nzdl.org/greenstone3/flax; open source tools for text analysis found in FLAX and in the Compleat Lexical Tutor http://www.lextutor.ca/ centred at the Université du Québec à Montréal with the Centre for the Study of Learning and Performance at Concordia University in Canada, and; open source software for building your own corpora, AntConc, established at Waseda University in Japan http://www.antlab.sci.waseda.ac.jp/software.html. Leading English Language Teaching (ELT) practitioners were also interviewed about their work in promoting openness in ELT. An exploration of the different motivations for those practitioners’ commitment to the open agenda will be presented, including reasons for: sharing and endorsing OER and open practices for ELT; building open corpora and open platforms for data driven language learning, and; developing open source software for interactive language learning tools. A widening OER for EAP stakeholder vision will also be presented in the context of informal and formal learning communities who are now engaging with these types of OER for language learning. This is based on two scoping exercises attached to the TOETOE project, involving the newly launched OER University’s (OERu) prototype 2012 plans for accreditation and curriculum development and exploring where OER for EAP would be a ‘good fit’, and the newly formed web resources sub committee within BALEAP, formerly a British organisation but now with an outreach mandate to become ‘the’ global forum for EAP practitioners. Identifying how these different stakeholders collaborate around OER for EAP within formal face-to-face and distance education as well as informal education routes via not-for-profit organisations such as the OERu will provide insights into how effectively OER are discovered, used, shared and sustained and whether greater synergy can be attained between these different communities of practice.
Book
Cambridge Core - ELT Applied Linguistics - Learning Vocabulary in Another Language - by I. S. P. Nation
Article
Acknowledgements Preface Part I. Words: Their Meanings and Forms: 1. Language awareness activities 2. Words and their meanings 3. Words and their forms Part II. Principles in Learning and Teaching Vocabulary: 4. Decisions about content 5. How the learner discovers meaning 6. Memory and written storage Part III. Classroom Activities: 7. Using visual aids 8. Using authentic reading texts 9. Teacher designed contexts and the use of the dictionary 10. Speaking activities 11. Games, questionnaires and problem solving Part IV. Vocabulary in Course Books: 12. Vocabulary in course books Key Bibliography Index.
Article
Incluye bibliografía e índice
Article
About the book: Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.
2014 with entitled "Charades game in teaching vocabulary to the seventh grade students of MTsnSewulanDagangan Medium in Academic year
  • Fazat Bahresi Farqi
Bahresi Farqi Fazat. 2014 with entitled "Charades game in teaching vocabulary to the seventh grade students of MTsnSewulanDagangan Medium in Academic year 2013/2014
Take 5. Games and activities for the learner, Harahap limited Ltd
  • Michael Carrier
  • Centre For British
  • Teacher
Carrier, Michael and the Centre for British Teacher. 1984. Take 5. Games and activities for the learner, Harahap limited Ltd. Journal of English Language Teaching and Linguistics (JELTL) ISSN 2339-2940 /FKIP UM Mataram Vol. 11 No. 2 December 2018
101 Favorite Play TerapyTechniques.Estover: Library of Congress Cataloging in-Publication Data
  • Heidi Kaduson
  • Gerard
  • Charles E Schaefer
Kaduson, Heidi Gerard & Schaefer, Charles E. 2003. 101 Favorite Play TerapyTechniques.Estover: Library of Congress Cataloging in-Publication Data