BAB I

INTRODUCTION

Language learning is a hard task which can sometimes be frustrating and

demotivating. It is clear that a constant effort is required to understand, produce
and manipulate the target language. Teaching English as a language in the 4th
form in Senegal is sometimes a hard job to perform because of the number of
impediments the teacher may encounter. The difficulties that teachers meet are
most of the time the lack of motivation for the students to learn English since they
are not exposed to hear and practise English everywhere and all the time.

To take up this challenge, teachers must permanently have recourse to

songs and games to enhance the learners' desire to learn the language. It is
obvious that a student is always a student no matter how old he / she is. Students
learn better when they have the feeling that they are making progress. This
happens when the atmosphere in the classroom facilitates it. There is a variety of
activities that create this kind of atmosphere - games are only one of them.
Playing a game is a great opportunity to repeat the material in a way which is
encouraging and not intimidating. If the teacher adds the element of challenge and
competition into it and caters to the needs of a larger range of students and
learning techniques which suit them; the outcome will be great achievements. We
must discard the misconception which is that all learning should be serious and
solemn in nature and that if one is having fun and there is hilarity and fun it is not
learning. This assertion is entirely faulty simply because it is possible to learn a
language as well as enjoy oneself at the same time. It appears then that one of the
best ways of doing it is through performing songs and games.

One has to notice that many experienced textbook and methodology

manuals writers have argued that songs and games are not just fruitless and time-
filling activities; they are rather activities endowed with great educational values.
This is why a great number of writers are today inclined to believe that songs and
games should be treated as central not peripheral to the Foreign Language
Teaching. A similar opinion is expressed by Richard Amato who believes games
to be a fun but warns against overlooking their pedagogical value; particularly in
Foreign Language Learning.

Games are easy ways of learning without being bored. And learning
should not really become boring. Games therefore are relevant for adult classes
too, provided they are adapted to the learners' level. Students in the 4th form need
to have fun in language learning.

It is a good idea to develop or find games that inspire adults to learn the
language. These are simply different games to those teachers use for young
learners mainly students in the 4th form.

In the Senegalese context many teachers often use songs and games as
short warm up activities or when there is some time left at the end of the lesson.
This misuse of songs and games will not be beneficial to the learners because they
are not performed in the right way.

As we see, songs and games should not be regarded as activities filling

odd moments when the teacher and the students have nothing better to do. We can
acknowledge that no one today can deny the efficiency and the effectiveness of
songs and games in teaching English as a foreign language. We have to add that
songs and games lend themselves well to revision exercises helping students
remember material in an entertaining and pleasant way.

There are today so many writers and authors who assert that even though
songs and games resulted only in noisy disturbances and entertained learners, they
are worth paying attention to, and implementing in the 4th form classroom since
they significantly motivate learners, promote greatly communicative competences
and skills and generate adequately fluency.
 Games have been shown to have advantages and effectiveness in learning
vocabulary in various ways. First of all every one knows that games bring
relaxation and fun for students. This can be simply accounted for by the fact that
they help learners learn and retain new words and structure more easily. Second,
games usually involve friendly competition and they keep learners interested. It is
not a fallacy in this sense to assert and maintain that these activities create the
motivation for the learners of English to get involved and participate actively in
the learning activities.In the same line it is possible to say that the vocabulary
games bring real world context and real life situations and enhance then students'
use of the English language in a flexible and communicative way.

There is one aspect that teachers should not overlook. Whenever a game is
to be conducted, the number of students, the proficiency level, the cultural
context, the timing, the learning topic and the classroom settings are factors that
should really be taken into account.In an effort to supplement a lesson plan in the
English language teaching classroom in the 4th form, teachers often turns to songs
and games. This justification for using songs and games in the classroom has been
well demonstrated as benefiting students in a variety of ways.

So, for this paper we will discuss about communicative activities : games,
songs and telling / reading stories for young learners.
 BAB II

DISCUSSION

A. Song in Language Teaching

1. Definition of Song
Murphey (1992: 7) names songs as adolescent motherese.
According to him, motherese means the highly affective and musical
language that adults use to communicate with infants. As toddlers
grow up they get less and less of that language. The language vanishes
slowly as children develop and them may be replaced by a song. A
typical example of motherese speech may be a lullaby. Interestingly,
people talk about a song at least two dissimilar ways. The first is as a
purely musical work. On the other hand, a song might be understood as
a rendition, that is, a realization of that song in a performance, a
recording or a written material. Additionally, it is crucial to take a
broad view of songs. They incorporate not only the tune and the lyrics,
but also all of the contexts in which it is created, produced and
consumed. It is important where the song was performed and by
whom, the audience and the technology that produced it
Dictionary.com provides seven entries under the headword music.
The first explanation says that music is an art of sound in time that
expresses ideas and emotions in significant forms through the elements
of rhythm, melody, harmony, and color
. The definition emphasizes that musics role is to describe
emotions and there are four essential features which characterize
music. The second definition says that these are the tones or sounds
employed, occurring in single line (melody) or multiple lines
(harmony), and sounded or to be sounded by one or more voices or
instruments, or both. In fact, in this explanation it as all about
instruments and voice. Simply, music is instruments or voices (or both)
people hear
 In music, a song is a composition for voice or voices,
performed by singing or alongside musical instruments. Song is a
short piece of music with words that are sung. Songs play an important
role in the development of young children learning a second language.
A testament to this is the frequency with which songs are used in
English Language Teaching classrooms all over the world. Songs have
been part of the human experience for as long as we can remember.
Humans use songs daily, in the shower, listening to the car radio, etc.
Therefore, songs have become an essential part of our language
experience, and if used in coordination with language they can be of
great value. Most children enjoy singing songs, and they can often be a
welcome change from the routine of learning a foreign language.

For the teacher, using songs in the classroom can also be a nice
break from following a set curriculum. Songs can be taught to any
number of students and even those teachers with the most limited
resources can use them effectively. Medina (2002)thinks the main
advantage of using songs and music is the enjoyable experience
theybring to students and the relaxed atmosphere they create in a class.
The more relaxedthe students, the more receptive to learning they are.

2. Principles song in Language Teaching

Research has found that songs has characteristics that help learning
a second language: they of time content common, short words; they are
writen at about 5thgrade level (US); the language is conversational,
time and places are usually imprecise; the lyrics are often sung at a
slower rate the spoken words and there is repetition of words and
grammar (Murphy, 1992). Furthermore, songs are also known to lower
the affective filter or, in order words to motivate learners to learn
a. Memorable
For children who cant yet read in English and dont live in English
speaking countries, singing English songs to themselves is about the
only practice they can get outside class without the help of their
parents. Ways of making this happen include using a song with a
catchy tune, using a seasonal song that they will hear or be reminded
of when they are out and about, using a song that is about other stuff
that they come across every day to remind them of it, and having
accompanying actions (see below).
b. Useful language
As popular a song as Old Macdonald Had a Farm is, the first bits of
language kids pick up when singing it are the nonsense word
Eyaieyaioh and animal noises, rather than the names of the animals.
Although it is often more a case of finding a compromise between the
songs your classes love and those that fit in best with the syllabus
rather than finding lots of songs that are perfect for both, useful
language to look out for includes: objects they will come across in
their everyday life, typical actions for kids, and classroom and other
functional language (Here you are, Thank you etc.)
c. Easy to sing
Another common weakness of traditional childrens songs is that the
rhythm and tune make them difficult to sing. For example, children
who have learnt the English alphabet from the ABC song take years to
be able to distinguish that the rushed line LMNOP is five letters
rather than one, avoid songs with particular high notes or low notes.
d. Easy to explain
Once you have dealt with the fairly difficult challenge of finding songs
that ESL learners will sing, remember and even sing to themselves,
you then need to make sure that what they are singing actually means
something to them. Ways of explaining the meaning of what they are
singing include doing actions as you sing (see below), using pictures
that explain it, using an English version of a song they already know in
their own language, and using a storybook based on the song.
e. Actions
As well as making the meanings of what they are singing clear, using
actions also makes it easy to see if they are paying attention, means
students who are too shy to speak out or sing can also take part in
some way, and adds to the warmer element of songs.
f. Can use the language in different ways
The best kinds of useful language in the songs are things that you can
use before and after the song in the same lesson, e.g. language that you
can also find on flashcards or objects that are also in the classroom that
the students can run and touch. In a perfect world, you should be able
to move smoothly from the game and drilling to the song with students
hardly noticing the transition.
g. Sitting down and standing up
The best kinds of songs are ones that can be used both as a warmer and
as a cooler, e.g. The Wheels of the Bus, which can be done running
round and round the classroom or sitting down on chairs arranged into
the shape of a bus.
h. Can be made shorter or longer
This helps teacher respond to the students interest and energy levels
and match the length of the song to the length of the remaining time in
the lesson.
i. Can be varied
Other ways of varying the song include singing it louder and softer,
replacing some of the words (maybe with student suggestions or with
real details about the students, teacher or classroom), stopping and
starting, and deleting words.
j. Positive
This means using songs that have both positive feelings and positive
social and moral values in them, e.g. ones in which the kids make
happy faces, shake hands or pretend to clear up the room.
 k. Something they would like in L1
The easy way of finding these is finding ones that are already available
in the childrens language. Otherwise it can take some time to work
out which new songs would be that popular (in pre-school classes
something being familiar is often one of its chief selling points), but
them singing it to themselves even before they properly know the
words is a good sign.
l. Tied to their lives/ fantasy
These two opposite ideas both make the songs easy to remember. By
doing songs about helping my mother in the house etc it should seem
relevant to them and perhaps even come into their heads next time they
are in that position.
m. Stimulates emotions
E.g. feeling scared when you mime a spider crawling up your body
towards your face in the song Itsy Witsy Spider or feeling excited as
the song gets faster and faster
3. Tecniques may be apply in song

A word of caution is necessary. As languageteachers, we

should always bear in mind thatour main responsibility is to teach the
targetlanguage. No matter how fun and enjoyablesong activities may
be for YLs, we should notget carried away by the music and rhythm
ofsongs. Our main responsibility is not to teachsinging skills, but to
teach the target language.

Therefore, if songs are used ineffectively, theycan easily

become mere entertainment andpleasurable interruptions in the school
daythat, in the long term, result in boredom and alack of interest. There
should be a clear reasonin the language teachers mind as to why
andhow to use a song. Songs can be an effectivemeans of developing
childrens language skillsonly when they are well integrated into
ascheme of work and carefully selected for thecognitive and linguistic
 needs of pupils. Kirsch (2008) states that listening activities should be
based on meaningful, appropriate,and authentic texts (e.g., a story,
song, orpoem) that assist listening and rememberingand that match the
language and grade levelof pupils.

4. Kinds of song that suitable to teach some topic

There are some song that can use by teacher to teach young learner :
No Title Lyrics Purpose
1 If youre happy If youre happy and you Physical
and you know it know it clap your movement,
handsclap3x remembering,
If youre happy and you coordination and
know it clap your hands concrentation,
.clap3x vocabulary,
happiness.
2 Hokey Pokey You put your right foot in Physical
You put your right foot out movement,
You put your right foot in remembering,
And you shake it all about coordination and
You do the hockey pockey concrentation,
and you turn yourself vocabulary,
around happiness,
Thats what its all about knowing part of
body.
3 Head shoulders Head shoulders knees and Learn about part
knees and toes toes Knees and toes Knees of body, physical
and toes Head shoulders movement,
knees and toes Eyes ears remembering,
mouth nose vocabulary.
4 Old McDonald Old Mc.Donald had a Knowing abotthe
had a farm farm.. e i e i o animal in the
 And on this farm he had farm.
some ducks ...eieio
With the quack quack here
and the quack quack there
Here quack there quack
Everywhere is quack
quack
OldMc Donald had a farm
eieio

5. Procedure using song to teach children

a. Pick the right kind of song: Twinkle, Twinkle is nice, but there
are so many lyrics that it might be confusing. using songs written
specifically to teach ESL to children.
b. If it is a new song introduce it slowly: Play it as the kids are
coming into the room, and play it while the students are doing other
activities. Get them used to the song before they even begin to sing
it.
c. Teach the lyrics of the song by using materials like flash cards
or books: If the teacher teach the words, I brush my teeth and the
teacher can reinforce this with images and actions it will really help
the students understand the meaning. Understanding, in my
opinion, leads to better singing. To this end, play some games with
the flash cards, drill them, get the children used to the vocabulary
before the teacher sing it.
d. Teach the song slowly at first, if possible use meaningful
gestures: If the teacher are teaching the ABC song, it may be hard
to use gestures for every letter with young learners. The teacher
may just want to make up a simple dance. If teacher are teaching a
song with easy to do actions, teach the actions with the lyrics.Play
the song, and give it a try! The teacher do not have to worry if your
 students will sing the song perfectly the first time, or even the
second time. Just have fun with it, and they will follow along at
their own pace. Continue to use the same songs week after week,
and eventually the students will sing them.
e. Play games that deal with the vocabulary in the song: Reinforce
the vocabulary learned in the song with language games. This is a
great way to review and see if the students really understand what
the teacher are teaching them.

B. Story in Language Teaching

1. Definition of Story
When we speak about teaching a foreign language to young
learners, it is also necessary to consider the peculiarities of their
second-language acquisition. The most relevant point in childrens
second-language acquisition is the necessity of comprehensible input.
In other words, it is necessary to use the target language in such a way
that message is always understood by students, even if separate words
may not be familiar to them (Met & Lorenz, 1989).
According to many researchers (Krashen, 2002;
Zdorenko&Paradis, 2007; Muoz,2010), more effective language
acquisition occurs when the input is meaningful, interesting and
comprehensible. Using stories is one of the ways of providing children
with both comprehensible and interesting input. Stories allow the
teacher to use an acquisition-based methodology by language input that
is slightly above the level they are expected to produce (Ellis &
Brewster, 2014).
In fact, storytelling is considered one of the most efficient and
motivating ways forrtfeyuy teaching a foreign language to young
learners (Ellis & Brewster, 2014; Cameron, 2005; Loukia, 2006;
Steinbeck, 2004). Ellis and Brewster (2014) claim that stories enrich
students learning experience and help to develop positive attitudes
towards the foreign language. Stories enhance learners imagination and
relate fantasy with childrens real world. Stories allow children to play
with ideas and feelings and to think about issues that are important and
relevant for them.
Since children enjoy reading stories over and over again, stories
provide a good opportunity for recycling and reinforcing language
items already learnt.
When selecting a story for adaptation, it is logical to choose a
story with a familiar plot and characters or at least with familiar
situations (Shin, 2006). Then, children will be able to link new
information with their prior knowledge. Moreover, the input will be
more comprehensible. The prior knowledge is also a basis for thematic
instruction. Patterning or chunking information for thematic instruction
helps learners to sort new information in a way that has meaning (Cave
et al., 2005).This provides for greater internalization of this
information (Wagmeister&Shifrin, 2000). Storytelling can be a good
base for thematic instruction when the story itself and the pre- and the
post-reading activities are organized around somekey themes. When
selecting a story for adaptation, it is logical to choose a story with a
familiar plot and characters or at least with familiar situations (Shin,
2006). Then, children will be able to link new information with their
prior knowledge. Moreover, the input will be more comprehensible.
The prior knowledge is also a basis for thematic instruction. Patterning
or chunking information for thematic instruction helps learners to sort
new information in a way that has meaning (Cave et al., 2005). This
provides for greater internalization of this information
(Wagmeister&Shifrin, 2000). Storytelling can be a good base for
thematic instruction when the story itself and the pre- and the post-
reading activities are organized around some key themes.be revised in
a short time because it is very difficult forlearners to remember
vocabulary if they never use it.
2. Principles story in Language Teaching

However, not any story is suitable for young learners. If

teachers want their learners to benefit from reading a story, this story
should possess certain qualities. Loukia (2006) mentions the following
characteristics of storiesfor young learners:
a. Appropriate language level (appropriate vocabulary, grammar
structures)
b. Content (interesting, fun, motivating, memorable, encouraging
participation)
c. Visuals (attractive, potential to work with, appropriate size)
d. Motivation (developing imagination, arousing curiosity, drawing on
personal experience)
e. Language learning potential (skills development, language practice,
recycling, prediction)
f. Potential in terms of learning other subjects, target/other culture.
As young learners have a constant need for stories, they are
highly motivated to read them. Again, a story should be adapted so that
children would be eager to find meaning in the story since the search
for the meaning is innate.
If children find meaning they are rewarded through their ability
to understand the foreign language. If they do notunderstand they are
motivated to try to improve their ability to understand (Nagy, 2002).
Emotions directly influence memory. Hence, young learners
remember things better if these things provoke some emotions
(Fletcher &Westcombe, 2010). The teacher should keep learners
emotionally involved in every activity.New information should also
appeal to learners background information to make steady
interconnections in the brain.
3. Tecniques may be apply in story
There are some activities that teachers can involve when they are telling
stories. These activities are designed to engage students in the story
telling time to avoid a teacher dominated classroom activity. The
activities are :
a. The children draw characters or scenes from the story
b. Teachers tell the story with puppets, children then retelll the
storywith their own puppets.
c. Children arrange pictures from the scene of the story, or touch/jump
on the correct pictures as teachers tell the story. This activitycan
also be modified by asking students to guess what the story will be
arranging pictures from the scene before teachers tell them the
story.
d. Each child has a word card. When her word is mentioned in the
story , she has to do something about it, like raising her card, make
funny noise, or put up her hand.
e. The teachers stop sometimes during the story to ask what they think
is going to happen next
The following are some recommended storytelling techniques from
Brewster, Ellis andGirard (2004):
a. If students are unfamiliar with storytelling, begin with short
session which do not demand toomuch from them and over extend
their concentration span
b. Read slowly and clearly. Give the students time to relate what they
hear to what they see in the
c. Pictures, to think, ask questions, make comment. However, do
vary the pace when the storyspeeds up
d. Make comments about the illustrations and point to them to focus
the students attention
4. Kinds of story that suitable to teach some topic

The Dog and The Donkey

There lived a dog and a donkey in a house of a rich man. The dog
guarded his house and the donkey carried loads for him.

It was a hot afternoon. The dog was sleeping under the shady
veranda. There was some noise outside. The dog just lifted up his
head and went back to sleep.

The donkey asked, Why dont you bark. It could be thieves.

The dog replied, Mind your own business. But the donkey
would not listen. He wanted to save his master from thieves.

He started to bray.The master who was sound asleep got wild

with the donkey and came running out with a stick and gave hard
beatings to the donkey.

5. Procedure using story to teach children

When adapting stories for young learners, it can be helpful to use
some principles of BFL. BFL is about such a learning process when
peculiarities of brain work have been taken into consideration to
provide more natural conditions for learning (Fletcher, 2004; Sousa,
2009; Prince, 2005; Cave, Ludwar, & Williams, 2005).
 Among the most important aspects of BFL that can be beneficial
for adaptation of stories are emotions, motivation, memory and
thematic instruction.According to Caine et al. (2005), good learning
engages feelings; therefore, emotions are a form of learning. Emotions
drive attention, meaning and memory. Stories are a useful tool for
creating positive emotions, since young learners usually associate
stories with enjoyment and interest. Stories adapted for young learners
should be characterized by a high degree of enjoyment and general
emotional tone (Cameron, 2005).
a. Activities to prepare children for reading
1) Using illustrations
It is always a good idea to exploit pictures to help the child
understand and visualise the story. Illustrations can be used to
introduce the story, elicit vocabulary, introduce difficult words,
and generally excite the interest of the child for the story. Ask
learners questions such as Who are the people?' What are they
doing?' What is this?' What is the story about? etc. Learners will
be introduced to vocabulary, will be better able to understand the
text, and will be more engaged in the reading task, because they
want to find out if they were right. The stories on LearnEnglish
Kids have 'preparation' picture and word matching games with
some of the key vocabulary from the story.
2) Pre-teaching vocabulary
Many of the stories on LearnEnglish Kids are related to a
lexical theme. Teacher will usually find links to other related
exercises on thematic vocabulary which can be taught first. For
example, you can find related activities to practise the names of
farm animals before read a story about farm animals.
3) Introduce the theme
Stories are often related to a topic. It can be a good idea to
familiarise learners with the topic before reading, by trying
 activities related to the topic on the site, by setting a task to find
out about the topic (this could even be for homework), or by
discussion.
4) Input cultural background
Some stories assume a knowledge of cultural norms in the
UK, for example, the daily school routine. Children are usually
interested in finding out the differences between their own culture
and the lives of children in the UK. Some stories have more overt
cultural background. If your story mentions typical sights in
London you could use a map or guidebook to find out what these
are before children read or listen to the story.
b. Activities during reading
1) Use a variety of ways to read
There are many different ways to approach a story. It is quite
likely that younger learners will want to read, hear, or listen to the
story several times, particularly animated ones. This should not be
discouraged as it helps learners to equate oral and written forms
which is important for the development of reading skills. In the
classroom it is important to vary the kind of reading.
I. The teacher could use a data projector for a class to listen
to/read a story as a whole-class activity
II. The teacher could read the whole or parts of the story to a
class with the text
III. The learners can read by themselves silently, either on-
screen at school or as homework
IV. Some stories can be read as texts with illustrations and then
children can watch the movie version, or this order could be
reversed
2) Sustaining reading
If the story is very long then it is important to keep the class
motivated to read. The teacher could stop at convenient cliff-
 hanger' points and ask the class what happens next?' This use of
prediction skills makes the learners want to read on to the end of
the story to find out if their own idea is correct.
3) Total physical response
With very young or active learners the story can be mimed
while the teacher reads and the children listen. A story like The
snowman' could be used for this. The actions of waking up, running
into the garden, building the snowman and the melting' are all easy
to mime.
4) Characters and voices
In stories which have a lot of characters you could ask learners
to read the dialogue of the characters. The teacher could read the
dialogue in different voices first, or even with funny voices and
nonsense words! To extend, the class could rewrite the story as a
play which could be performed - perhaps with costumes.
5) Vocabulary help
If a child is reading individually at school or at home they
could also use a dictionary (online or printed) as they read, if the
learner is at a high enough level to use this independently.
c. Post-reading activities
1. Quick comprehension check
It is always a good idea to do a quick comprehension check
when learners have finished reading the story, or at the end of each
page of text.
2. Make a poster/illustrate the story
Teacher can use any story as an opportunity for some creative
drawing and illustration, perhaps with vocabulary labels in English.
3. Stimulus for writing
Many stories can act as a stimulus for creative writing,
depending on level. Younger or low-level learners could use one of
the simpler stories as a model for a story of their own. Learners
 with a higher level of English could write more complex stories,
for example, their own story set in a haunted house (Where did
they go? What did they see? What happened?). Other ideas for
follow-up writing are writing a letter to a character, writing diary
entries for a character, or writing extra dialogues between the
characters.
4. Role-play/acting out
Interpreting stories as role-play can be as simple or
complicated as you like. It could start with miming basic actions,
then speaking or improvising dialogue. In the classroom the
teacher will need to be organised in advance with moving
furniture, providing simple props etc. You could even use
facepaints.

C. Games in Language Teaching

1. Definition of games
Game can be defined as an activity with goal and element of
fun (Haldfield, 1999). Game and teaching is related since many
teachers already used game as a mean in teaching, especially in
teaching English for young learners. The game is believed that
game makes young learners focused with the material taught.
Whenever the game used, young learners feel enthusiastic to learn.
Teaching game mostly used to bring young learners into more
concentrate with learning. Numerous scholars (Chan & Lin, 2000;
Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng, 2008) have pointed
out that games are useful for children involved in the learning of
English since games can strengthen students motivation and self-
confidence. If young learners are informed that they are going to learn
English either vocabulary or grammar, they are going to feel
enthusiastic to participate in that activity. They will look forward to join
activity and to apply the thing that recently they learned.
a. Deesri (2002) stated that games offer a chance for real
communication, while also decreasing the stress-levels experienced
by students. In addition (Wang et al., 2011) argued that young
learners prefer to be immersed in a game-teaching environment
which is highly effective in raising their motivation and interest in
English language learning. Also, the focus of using game in class is
not only to help students to learn more effectively but also to have
fun (Tuan & Doan: 2010).
b. Furthermore, language games like any other games involve learners
in a healthy competition that can help them learn more. As long as
no one is forced to participate, competition can be positive and
encourage player discovery, examination and learning.. Through
game, young learners will be able to communicate with each other.
When game involves group work, young learners is expected to
develop their skill in working with others. As Jacobs & Kline Liu
(1996) expressed that several games can be played in pairs or in
small groups, so that it provides a place for students to develop their
skills in collaborating with others such as the skill of asking help or
disagreeing something. Game also improves young learners skill in
language acquisition. Young learners are programmed to gain
knowledge that they seek for.
2. Principles games in Language Teaching
Students may wish to play games for fun. However,
teachers need more convincing reasons. Teachers need to consider
which games to use, when to use them, how to link them up with
the syllabus, textbook or programme and how more specifically,
different games will benefit students in different ways. (J. Khan,
1996.) The key to successful in language games is the rules are
clear, the ultimate goal is well defined and the game must be fun.
According to Tyson (2000), how to choose games :
 a) A game must be more than just fun.
b) A game should involve "friendly" competition.
c) A game should keep all of the students involved and
interested.
d) A game should encourage students to focus on the use of
language rather than on the language itself.
e) A game should give students a chance to learn, practice,
or review specific language material.

3. Tecniques may be apply in games

English teachers need to determine the way to teach young learners
using game. In this section, the method used is three-phase
framework which proposed by Sheils (1988) which consists of:
Pre-activity, While-activity, and Post-activity. Those phases are
explained below:
a. Pre-activity
In this first activity, English teacher engages young learners to use their
prior knowledge by asking several questions related with topic. English
teachers also try to relate with the main activity in which young learners
are going to learn through playing.
b. While-activity
In this activity, this game is mainly focus on introducing vocabulary
toward young learners. Based on the game, young learners have to
combine between clue or questions and answers or
pictures. So this game is related with the technique introduced by
Nation (1988), a technique for teaching vocabulary, he calls it split
information activity and it can be applied for vocabulary learning
exercises. Young learners read the information of clue or
questions and find the appropriate answers or pictures. The
goal of learning English is to enable young learners to use it for
communication. In e-matching game, young learners are not only
 has to match the content, but also they have to guess the answers.
This is one of strategy in communicating English in which young
learners can guess the meaning of words from context (Oxford:
2003). This strategy also develops young learners reading skill
(Merawati: 2003). In addition, it also develops young learners
autonomy because they have to be good guessers (Omaggio, 1978 in
Wenden as cited in Khan et.al, 2004).
c. Post-activity
When young learners already finish answering game, English teachers
can ask the young learners to mention the vocabulary they found or
write it down on the whiteboard. Therefore, young learners also learn
about speaking, writing, and listening. This activity mainly focuses
on enable young learners to use their psychomotor ability. From those
explanations above, it is clear that e-matching game can be used for
teaching English four language skills.
4. Kinds of games that suitable to teach some topic.
Lewis and Gnther Bedson (1999) classify the game into :
a. Movement games: the type of game when learners are physically
active (e.g. Find your partner). All children can be involved and the
teacher usually just monitors the game. Movement games have
clearly given rules and they can be either competitive or
cooperative; it depends on the concrete game or how the teacher
designs it. It is the same with the materials, for example you do not
need any material for movement game called Direction game
(one child tells a blindfold child how to get to a specific place).
Whereas the game Find your partner (see page 24) requires
prepared cards. While playing movement games children practise
all skills.
b. Guessing games: based on the principle when one holds the
information and another tries to guess it (e.g. Back writing). There
exists a wide variety of guessing games with teacher as a
 participant or facilitator. Teacher needs to prepare none or some
material and learners practise their speaking and listening skills
while cooperating. Learners follow given instruction and rules
which do not have to be strict.
c. Matching games:games involve matching correct pairs (e.g.
Vocabulary Scramble). They need to have material prepared.
Learners cooperate to reach the goal of the game. The goal of the
game and the type of grouping can make the game cooperative
(learner in pair, learners of one group, whole class) or competitive
(pair/group vs. pair/group). Reading and speaking games are
practiced the most. The teachers role is to be a facilitator.
d. Card games: familiar game with board game. The cards have an
important value in the game (e.g. What is that card?) so material is
required in this case.
e. Desk games: these games can be played as an individual work
game (e.g. puzzle) or pair and group game (e.g. scrabble). Desk
games need material and they can work both competitively and
cooperatively. For example scrabble or memory game (pexeso) are
competitive games whereas puzzle is cooperative game. It can be
the competitive game thus (the rule for puzzle as a competitive
game is: the winner is who finishes the puzzle first). Teacher can
be a controller and facilitator.
f. Role-play games: it can be either the game itself or an element of
other games. It needs active performing of the learner (e.g. At the
shop) cooperating in pairs or smaller groups. Material is not
necessary but can be useful. The teacher is a controller and
facilitator, he gives the instruction but strict rules are not necessary.
They practise speaking writing and listening skills.
g. Task-based games: belongs to popular games nowadays,
especially because of its connection with cooperative schooling.
Usually pairs or groups work on meaningful task in the way they
 enjoy. Learners obey clear rules and they have got a chance to
practise all language skills. Teacher is an organizer and facilitator.
Teacher pre-prepares material for the game or learners prepare it
themselves later.
h. Computer games are a very popular type of the games nowadays.
It can be played either at school or at home. It requires individual
or pair work and learners practise their reading and writing skills.
The teacher can be tutor or play none role. There are usually given
clear rules and the computer is necessary here.

5. Procedure using games to teach children

a. Analysis
In this step, teacher has to find what kind of game want to
be developed. Since the function of game is to match between
one element to another, whether it is between words with words,
pictures with pictures, or mixed. Then, teacher needed to
determine the contents that are going to develop whether it is
matching between two elements, three elements, or more. The most
simple analysis could be done by determine the needs of young
learners themselves.
b. Design
In designing the game, English teachers have to concern with
the appropriateness of young learners level in English. As
suggested by Tuan & Doan (2010), games designed for
different levels as well as topics, so that students with different
language proficiency levels can enjoy and gain the best results
from them. Therefore, the game should not too difficult or too
easy as well. On the other hand, designing this game, English
teachers have to determine these elements, such as: learning
material, content of game, target of game, name of game,
objectives of game, and applicable for every young learner.
c. Development
In developing step, English teachers need to visualize the
idea.
d. Implementation
In this step, English teachers determine the way to implement
the way of the game is going to be used.
 BAB III

CONCLUSION

All in all, there are several the effectives ways that is suggested for
teacher is to use song, storytelling, and games to teacher their students.Using
songs in the classroom can also be a nicebreak from following a set curriculum.
Songs can be taught to any number of students andeven those teachers with the
most limited resources can use them effectively. Songs can playan important role
in the development of language in young children learning a secondanguage.

On other hand, story telling is an interactive performance art form. Direct

interaction between the teller and audience is an essential element of the
storytelling experience. And games are objects which consist of components and
rules and have certain criteria: rules, a goal, always changing course; chance;
competition; common experience; equality; freedom; activity; diving into the
world of the game; and no impact on reality. Games are entertainment and fun.
 REFERENCES

http://www.ehow.com/way_5207466_games-songs-stories-teach-english.html

http://historymatters.gmu.edu/mse/songs/whatis.html

https://www.teachingenglish.org.uk/article/kids-stories

(http://dictionary.reference.com/browse/music?s=t)

(http://dictionary.reference.com/browse/music?s=t).

Vernon,www.teachingenglishgames.com