The Implementation of Circle Game
as Media to The Students’ Mastery Vocabulary at Elementary School
Megawati
Susanti
Nusantara
PGRI Kediri
Abstract
This
paper tries to bring about a discussion
on the concept of implementation of circle game as media to the
students’ mastery vocabulary. The objective of this paper was how to apply
circle game as media to the students’ mastery vocabulary. Students are more
motivated to do an activity if they are having fun doing it
and pleasurable activities get repeated, therefore, teacher should give
circle game as media to teach them. It could
improve the students’ motivation in improving their ability to speak English.
Keywords
: circle game, teaching vocabulary, elementary school
Introduction
The
increasing need caused by developing era demanded the global society to enhance
their human resources quality in order to compete to the other countries. In
responding this situation, the role of communication had become a part that
could not be separated from this condition. As English had become very powerful
language in the world, it became one of international languages, most global
community used English as a media of communication with another.
As
the most important foreign language in Indonesia, English became one of the
compulsory subjects taught in junior high school, senior high school and some
semesters at university. As the result, the government always made effort to
improve the quality of English teaching. By improving the teachers’ quality and
other components involved in educational process, the English teaching in
Indonesia improved time to time.
In
line with the government’s plan to have nine compulsory studies, it was
possible to teach English in elementary school. Applying the foreign language
to early level (elementary school students), in order that students can mastery
all of language component. One of the most important language components was
vocabulary. The mastery of it would be very helpful when one was learning
foreign language having a great mastery on it.
Play or game is an
important way to learn all types of skills and knowledge. Students are more
motivated to do an activity if they are having fun doing it
and pleasurable activities get repeated, therefore, give their more chances
to practice the skill or recall a piece of knowledge. Word games are a great
way to pick up new vocabulary and play with vocabulary that is already familiar
(Huyen and Nga2003:1).
By
circle game as a media in teaching vocabulary to elementary school students,
the writer hoped that it would make them felt something pleasant and felt it
different from what they used to get in the class. Teaching using circle game
would stimulate them to be more active and it was really matched with the
students’ world where pre-level students liked to study through movement. By
the activity, they were given an opportunity to express their mind, emotion,
feeling and attitudes when they were involved in it.
In
this paper, the writer tries to discuss about “ the implementation of circle game as media to the students’
mastery vocabulary“. The writer want
to apply circle game as media to the students’ mastery vocabulary.
General
Concept of a Language
A
language is a systematic means of communication by the use of sounds or
conventional symbols. It is the code we all use to express ourselves and
communicate to others. It is a communication by word of mouth and it is the
mental faculty or power of vocal communication.
Language
is a system for communicating ideas and feelings using sounds, gestures, signs
or marks. Dr.G.Manivannan (2006:1) in his article says that any means of
communicating ideas, specifically, human speech, and the expression of ideas by
the voice and sounds articulated by the organs of the throat and mouth is a
language. This is a system for communication. A language is the written and
spoken methods of combining words to create meaning used by a particular group
of people.
Language,
so far as I know, is something specific to humans, that is to say it is the
basic capacity that distinguishes humans from all other living beings.
Dr.G.Manivannan (2006:1) in his article adds that language therefore remains
potentially a communicative medium capable of expressing ideas and concepts as
well as moods, feelings and attitudes.
A
set of linguists who based their assumptions of language on psychology made
claims that language is nothing but ‘habit formation’. According to them,
language is learnt through use, through practice. In their view, ‘the more one
is exposed to the use of language, the better one learns’.
Written
languages use symbols (characters) to build words. The entire set of words is
the language’s vocabulary. The ways in which the words can be meaningfully
combined is defined by the language’s syntax and grammar. The actual meaning of
words and combinations of words is defined by the language’s semantics.
General
Concept of Vocabulary
Vocabulary
is one of the four language components, which are spelling, grammar, phonology
and vocabulary. It is an important element that cannot be separated from each
other in language learning process, Since English as foreign language becomes
an international language. No wonder, it becomes so important for foreign language
learners to learn and master on it that it is a basic element of a language
used before learning more about the foreign language. It happens when one who
is learning a language has a great mastery on vocabulary, he will succeed in
using the language being studied either in comprehending the meaning of a word
in the context of spoken or written language.
To
get further understanding about vocabulary, Donna Young (2007) explains that
vocabulary is the study of:
a.
The meanings of words
Many
words have several different meanings each, study the meanings of the words and
the part of speech.
b.
How the words are used
Study
the words in context, apply what you learn by writing sentences with your
words.
c.
Root words, prefixes, suffixes
Studying
these will aid in the study of vocabulary.
d.
Analogies
This
is comparing two pairs of words and choosing the pair that goes together.
Moreover
According to Kamil & Hiebert (2007) in their article accessed from
internet, they broadly define; vocabulary is knowledge of words and word
meanings. However, vocabulary is more complex than this definition suggests.
First, words come in two forms: oral and print. Oral vocabulary includes those
words that they recognize and use in listening and speaking. Print vocabulary
includes those words that they recognize and use in reading and writing.
Second, word knowledge also comes in two forms, receptive and productive.
Receptive vocabulary includes words that they recognize when they hear or see
them. Kamil & Hiebert (2007) in their article, they also say that
Productive vocabulary includes words that they use when they speak or write.
Receptive vocabulary is typically larger than productive vocabulary, and may
include many words to which they assign some meaning, even if they do not know
their full definitions and connotations or ever use them as they speak and
write.
Elementary
School Students
Elementary
school students are categorized as young learners that have different
characteristic from adult learners. They usually consist of students at the age
of 6 to 12 years old, where the element of fun becomes a part of their world.
To give further comprehension about them, Harmer (2001:38) states some general
characteristic of
children, as follows:
a)
They respond to meaning even if they do
not understand the words.
b)
They often learn indirectly than directly.
c)
Their understanding comes not just from
the explanation, but also from what they see and hear and crucially have a
chance to touch and interact with.
d)
They generally display an enthusiasm for
learning and curiosity about the world around them.
e)
They have a need for individual
attention and approval from their teacher.
f)
They are keen on talking about
themselves and responding well to learning that use themselves and their own
lives as main topic in the classroom.
g)
They have limited attention span, unless
activities are extremely engaging can make them easily getting bored, losing
interaction after 10 minutes or so
The
Principle of Teaching Vocabulary
Recognizing
what students need in learning is necessary for a teacher. The
process of transferring
knowledge will not simply succeed if he can not see his students’ learning
absorbing capability toward the material taught and the teaching portion should
be given to.
It
is going to be harder for a teacher to teach young learners than adult, it is
because of their
character. Involving many theories are not a good idea; I believe, this will
not maximally work on them and even bore the pupils. That is a reason; the
teaching process must have principles as a reference. To avoid errors in
teaching young learner, Cameron (2001: 81) states about several principles of
teaching to young learners, they are:
a.
The types of words that children find possible to learn with shift.
b.
Vocabulary development is not just learning more words but it is also
importance about expanding and deepening word knowledge.
c.
Words and words knowledge can be seen as being linked in network of meaning.
d.
Basic level words are likely too be more appropriate for children, or when
learning vocabulary for new concepts.
e.
Children change in how they can learn words.
Looking
at the importance of English foreign language to young learners, the teaching
principles will very influence the foreign language learners’ understanding
toward the material taught. That is the reason; the teaching must be based on
an appropriate strategy referred to the teaching principles, so that the
learners, through a well teaching process and structurally transferred, will
gain a good English foundation.
Since
vocabulary becomes the topic of discussion, the other principles also stated by
James Coady (1997) in his article gained from internet offers a synthesis of research
on foreign language vocabulary acquisition. He suggests these implications for
pedagogy:
Three
main principles appear to underlie effective vocabulary teaching. First,
learners should be provided with both definitional and contextual information about
words. In the case of foreign language learners, this could be related to their
often-felt need for dictionary access. Second, learners should be encouraged to
process information about words at a deeper level. Among foreign language
learners this could be reflected in the current emphasis on authentic
communicative activities. Finally, learners need multiple exposures to words.
Teaching
of Vocabulary
According
to Linda Diamond and Linda Gutlohn (2006) in their article they say that
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005)
puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition, but also implies how that word fits into the world."
Vocabulary knowledge is not something that can ever be fully mastered; it is
something that expands and deepens over the course of a lifetime. Instruction
in vocabulary involves far more than looking up words in a dictionary and using
the words in a sentence. Vocabulary is acquired incidentally through indirect
exposure to words and intentionally through explicit instruction in specific
words and word learning strategies. According to Michael Graves (2000) in his
article accessed from internet says that there are four components of an
effective vocabulary program:
a)
Wide or extensive independent reading to
expand word knowledge
b)
Instruction in specific words to enhance
comprehension of texts containing those words
c)
Instruction in independent word-learning
strategies, and
d)
Word consciousness and word-play
activities to motivate and enhance learning.
In
addition, something which is really needed to a teacher to concern is about
components of
vocabulary instruction. According to Linda Diamond and Linda Gutlohn (2006) in
their article add that components of vocabulary instruction are as follows:
a)
Intentional vocabulary teaching
b)
Specific Word Instruction
-
Selecting Words to Teach
-
Rich and Robust Instruction
c)
Word-Learning Strategies
-
Dictionary Use
-
Morphemic Analysis
-
Cognate Awareness
-
Contextual Analysis
According
to the National Reading Panel (2000) says that explicit instruction of
vocabulary is highly effective. To develop vocabulary intentionally, students
should be explicitly taught both specific words and word-learning strategies.
To deepen students' knowledge of word meanings, specific word instruction
should be robust. Beck et al., (2002) sees vocabulary in rich contexts provided
by authentic texts, rather than in isolated vocabulary drills, produces robust
vocabulary learning. National Reading Panel (2000) adds that such instruction
often does not begin with a definition, for the ability to give a definition is
often the result of knowing what the word means. Rich and robust vocabulary
instruction goes beyond definitional knowledge; it gets students actively
engaged in using and thinking about word meanings and in creating relationships
among words.
Explicit
instruction in word-learning strategies gives students tools for independently
determining the meanings of unfamiliar words that have not been explicitly
introduced in class. Since students encounter so many unfamiliar words in their
reading, any help provided by such strategies can be useful.
Word-learning
strategies include dictionary use, morphemic analysis, and contextual analysis.
For English language learners whose language shares cognates with English,
cognate awareness is also an important strategy. Dictionary use teaches
students about multiple word meanings, as well as the importance of choosing
the appropriate definition to fit the particular context. Morphemic analysis is
the process of deriving a word's meaning by analyzing its meaningful parts, or
morphemes. Such word parts include root words, prefixes, and suffixes.
Contextual analysis involves inferring the meaning of an unfamiliar word by
scrutinizing the text surrounding it. Instruction in contextual analysis
generally involves teaching students to employ both generic and specific types
of context clues.
Media
in Language Teaching
& Types of Media
Media or instructional
media can be defined as a tool that can help teacher to deliver their material.
James (2010) Categorized media inteaching into three types of media, namely
printed media, visual media and audio-visual media.
·
Printed Media
These include text books, magazines,
newspaper, journal, bulletins, web page, blogs, etc. They help learners to get
more information through reading widely and provide more enjoyment from various
cources of facts.
·
Visual Media
These include of photographs, graphics,
pictures, maps, models, spacemen, game puzzle, wall charts, etc. This kind of
media will be elaborated in the next sections.
·
Audio-Visual Media
These include video and film.Because of the visual
element is attractive and commands attention, the sounds produced are much
easer to understand by the facial impressions, gestures, pysical background
shown. These bring learning becomes closer to real a life situation.
General
concept of Game
Teaching should not be always used on one or two
media, they can be various, where teacher asked to be creative so that the
class will not be passive and students will be stimulated to be more interested
in learning and the result expected from the process of teaching and learning
will be well transferred to students.
As being stated that game is one of alternatives
that can be used to teach English, everyone believes, teaching process through
a game will give a fun. Wikipedia (2007) in its article retrieved from internet
says that a game is a recreational activity involving one or more players. This
can be defined by A) a goal that the players try to reach, B) some set of rules
that determines what the players can or can not do. Game is played primarily
for entertainment or enjoyment, but may also serve an educational.
Furthermore, www.eiha.co.uk/glossary.html (2007) in
its article says, a game is a meeting of two teams playing for a specific
length of time for the purpose of declaring a winner through the scoring of
goals. The game consists of regular playing time and overtime, if such is
required.
Game is one of many teaching strategies can be
engaged to foreign language learners, it is believed that it can give an
elements of fun to learners. It has been the reason why the writer have been
motivated to present a teaching strategy which involves a game as a media for
teaching on vocabulary to young learners. The game will be circle games, “games
are any games or activities that involve the whole class, sitting in a circle,
that the games recycle vocabulary and involve an element of fun”, Joanna
Budden, British Council, Spain (2006).
Circle
game
Circle games are any
games or activity that involve the whole class, sitting in a circle. Many of
the games recycle vocabulary and involve an element of fun. Circle games are a
great way to encourage the whole class to work together. They also provide an
often welcome change in working pattern. They are mostly used with young
learners, but teenagers will play them and so will the right kind of adult
class: one that doesn't take itself too
Managing circle game with young
learners
Circle games can be
incorporated into the regular routine of a young learner class. If students are
introduced to the idea of working in a whole group from the beginning of a
course it is easier to establish the rules and acceptable behavior for this
type of activity.
They should be seen by
the students as a normal part of the class and clear parameters should be set
as to what is and isn't acceptable behavior when participating, in a circle
game.
If you have never used
any circle games and want to start, set up the class before the students arrive
and begin the class with one of the simple activities. It may make a nice
change and it also gives you an opportunity to greet each student on arrival
and do the register.
Speak to young
learners about the importance of listening to fellow students and respecting
each other's talking time and turns. To calm lively students and focus them,
try some basic TPR activities which demand their concentration. For example,
"if you're ready to start the activity, touch your nose", "if
you're ready to start the activity, touch your nose’’. if you ready to start
game point to the door
When
students get to know the routine and the activities you can nominate one of them to
start the game and lead it.
A few activity of circle game
A few activities
There are more activities available at try to teach
vocabulary using circle game
A. Chain drawings
- Give each student a piece of paper and some colored pencils.
- Tell them that you are going to play some music and you want them to draw whatever comes into their heads.
- As music is playing, all students should be drawing.
- After 20 or 30 seconds, stop the music.
- Students stop drawing and pass their picture to the person to the left of them in the circle.
- Play the music again and they continue with the drawing the person next to them had started.
- Stop the music again, pass pictures on and this continues until the end of the song.
- When you have finished each student will have a picture that several students contributed to.
- Then it's up to you what to do with the pictures.
- They can be used to describe to the group, to write a story about, or to pretend they were a dream the student had last night.
- The rest of the class can try to analyse the meaning of the dream.
- Use different types of music to get different types of pictures. I've found that reggae and samba produce happy beach scenes and dance music gets futuristic city scenes!
- If you want to 'force' the pictures towards a topic you are studying, ask some questions about the topic first and get students into thinking about the theme. Beware - with teenagers this activity can be quite an eye-opener as it tends to reveal what is going on in their minds!
B.
One word stories
For higher-level groups this can be really fun.
·
Each student adds a word to create a
group story.
- The teacher can begin by saying the first word and in a circle each student adds the next word, without repeating what has come beforehand.
- Good starting words are "Suddenly" or "Yesterday" to force the story into the past tense.
- It is great for highlighting word collocations and practising word order. The stories can develop in any number of ways. Some groups may need the teacher to provide punctuation and decide that the sentence should end and a new one should begin.
C. Change
places if......
This is a TPR activity with students in a closed circle, with the teacher in the middle to begin the game.
- There should always be one less chair than participants.
- Depending on what you want to revise the teacher says, "Change places if ...... you're wearing trainers."
- All students who are wearing trainers must stand up, and move to another chair and the teacher should sit on one of the recently vacated seats.
- The person left without a seat stays in the middle and gives the next command, "Change places if you ...... like pizza" and so it goes on.
Young
learners can get very excited, so be careful to incorporate this activity in
the class at an appropriate time. It is a definitely a 'warmer' as opposed to a
'cooler' and may be better at the end of a class
D. Picture
consequences
- Each student needs a piece of paper and a pencil.
- Make sure students have their paper in portrait (not landscape) and ask students to draw a hat at the top in the middle. When they have finished they should draw two short lines to show where the head begins and then fold over the paper leaving only the two short lines showing.
- Students then pass the folded paper to their right and the teacher instructs them to draw a face and neck.
- Students fold, leaving the two lines of the neck peeping out from the fold. Instruct students to draw the body, to the waist. Fold and pass as before.
- Then they draw to the knees, then fold and pass, then to the feet.
- It's important to tell students not to cheat and peep at the folded part of the body. That will spoil the fun!
- Students then unfold the paper and reveal the misfit type character they have created between them.
- Use the pictures to practise describing people, revise clothes vocabulary or to create role plays.
E. Written
consequences
Similar to picture consequences in the way the activity is conducted but this one creates a story.
Similar to picture consequences in the way the activity is conducted but this one creates a story.
- At each stage, before folding and passing to the student on the right, give these instructions.
- Write the name of a man. It can be a famous man or a man everyone in the class knows. (Depending on the group, allow them to put the names of class mates)
- Write the name of a woman. It can be a famous woman or a woman everyone in the class knows. (Depending on the group, allow them to put the names of class mates)
- Write the name of a place where the two people meet.
- When they meet, he says something to her. What does he say? Students write what he says to her.
- She replies to the man. What does she say?
- What's the consequence of this encounter? What happens?
- What's the opinion of the whole story? What does the world say as a comment?
- The end result is a mixed-up story that can often be amusing.
- Read yours as an example of how you want the students to tell the story.
- Then invite students one by one to unfold their stories and read them to the group.
- Depending on the level you can encourage use of connectors, reported speech etc.
Conclusion
In
this paper the writer try to present an idea that with using circle game as
media to improve vocabulary ability of young learner especially for elementary
school in vocabulary learning. In order to Students are more motivated to do an activity if
they are having fun doing it and pleasurable activities get repeated. Therefore, teacher should give
circle game as media to teach them. In addition, the
young learner will be happy and fun when their teacher teach by using circle
game and they can also improve the students’ motivation in
improving their ability to speak English.
References
Beck
et al. (2002). Teaching Vocabulary.
www.Ldonline.org/aricle/9943, accessed in July 20, 2007
Budden,
Joanna. (2006) circle game British
Council: Spain, http://www.teachingenglish.org.uk/think/methodology/circle-games.shtml.
accessed in March 16, 2006
Diamond,
Linda and Gutlohn, Linda (2006). Teaching
Vocabulary.
www.Ldonline.org/aricle/9943.
accessed in July 20, 2007
en.wikipedia.org/wiki/Test_(student_assessment).(2007).
Search: Definition of Tests. www.google.co.id/url.
accessed in July 21, 2007
en.wikipedia.org/wiki/Game
(wikipedia) (2007). Search: Definition of
Game. www.google.co.id/url.
accessed in July 19, 2007
http://wikipedia.org/wiki/quantitative_methodWikipedia. (2007).
Quantitative research. www.google.co.id/url.
accessed in July 21, 2007
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