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n a k p a r e n e m i ti l e n e p , s u l k i s p a it e S . s u l k i s 4 i r a d i ri d r e t i n i n a it il e n e P i t a m k i n e m a w s i s a r a p t a u b m e m k u t n u n a u j u tr e b g n a y a d e b r e b g n a y n a n i a m r e p a r a P . a t a k n a n i a m r e p n a k p a r e n e m i ti l e n e p , a m a tr e p s u l k i s a d a P . r a j a l e b s a ti fi t k a t a w s i
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e h T 1 .
4 Students ’Progressi nPre-Tes tandTes t1………. 5 6 …
… … … … … … … … … … … … … … … … … … … … e g a r e v A s s a l C e h T 2 .
4 6 9
. … … … … … … … … … … tl u s e R t s e T ’ s t n e d u t S e h T f o n o s ir a p m o C e h T 3 .
ii i v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
.
A PermissionLetter……… 8 0 .
B ResearchOf ifcia lStatementf romSDKanisiu sKalasan……… 8 2 .
C ResearchI nsrtuments……….. 8 4 .
1 ObservaitonCheck ilsts………... 8 5 .
2 InterviewGuidef o rStudents……….. 8 7 .
3 InterviewGuidef o rTeacher………... 8 8 .
D LessonPlan sandLearningMateirals………. 8 9 .
1 LessonPlanandLearningMateira lCycle1………... 9 0 .
2 LessonPlanandLearningMateira lCycle2………... 9 9 .
3 LessonPlanandLearningMateira lCycle3………... 1 07 .
4 LessonPlanandLearningMateira lCycle4………... 1 15 .
E RawData………. 1 24 .
1 Fris tCycleObservaitonCheckilst……….. 1 25 .
2 SecondCycleObservaitonCheckilst……….. 1 28 .
3 ThridCycleObservaitonCheckilst………. 1 31 .
4 Fou trhCycleObservaitonCheck ilst………... 1 34 .
5 Students’I nterviewResutl……….. 1 37 .
6 Teacher’sI nterviewResutl………. 1 46 .
x i x .
F Sampleo fStudents ’Tes tResutl………. 1 50 .
1 Sampleoft heStudents ’Pre-Tes tResutl………... 1 51 .
2 Sampleoft heStudents ’Tes t1Resu tl………... 1 57 .
3 Sampleoft heStudents ’Tes t2Resu tl………... 1 63 .
G Mediao fGames……….. 1 72 .
1 Mediao fGamesi nCycle1and2………... 1 73 .
2 Mediao fGamesi nCycle3and4………... 1 74 .
1 I R E T P A H C N O I T C U D O R T N I m e l b o r p , d n u o r g k c a b h c r a e s e r e h t s e b ir c s e d r e h c r a e s e r e h t ,r e t p a h c s i h t n I e h t d n a , s ti f e n e b h c r a e s e r , s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f n if e
d iitonoft erm susedi nt her esearch.
.
A ResearchBackground
d l u o h s t a h t e g a u g n a l l a n o it a n r e t n i n a s i h s il g n E , s y a d a w o
N bel earned .In
s e n o d n
I ia,l earningEngilsha saf oreign languagei sno teasy .Engilshi staughti n
r o i n u j , l o o h c s y r a t n e m e l e , n e tr a g r e d n i k , p u o r g y a l p n i e r a e r e h t , s l o o h c s y n a m e s d n a , l o o h c s h g i
h nio rhigh school .Thef actt ha ttii sno tal lpeoplecouldmaste r
d n a e c it c a r p h c u m d e d e e n h s il g n E g n i n r a e L . h s il g n
E someexercises .A saf oreign
a y lr a e t a r e t s a m e b d l u o h s h s il g n E , e g a u g n a
l ge .In othe rhand ,ch lidren areno t
. h s il g n E g n i n r a e l y s a
e Accordingt oPhliilps( 1993) ,“theyear sa tp irmaryschoo l
a tr o p m i y l e m e rt x e e r
a nti n chlidren’si ntellectual ,physical ,emoitonal ,and socia l
t n e m p o l e v e
d ” (p .3) .So ,chlidren have more chance to develop thei rskills and
p o l e v e
d cetrain language .Addiitonally ,Brewster ,Elils ,and Griard (2002 )state
t a h
t thegovernment sand the p irvate school sal lover t he wo lrd have decided to
g n o rt s a s i e r e h t e s u a c e b , l e v e l y r a m ir p t a h s il g n E e c u d o rt n
i ‘folk ’beilef ,asor to f
n r a e l n e r d li h c g n u o y t a h t , ’ h ti a f f o t c a
‘ language sbette rand more easliy than
.) 1 . p ( n e r d li h c r e d l o g n i h c a e
T Engilsh t o chlidren dfife rfrom teaching Engilsh t o adutls .The
g n it s e r e t n i m e h t e k a m o t s t n e m t a e rt l a i c e p s e v a h n e r d li h
n e r d li h c e h
T needinteresitngacitvtiyi nl earningEngilsh ,soi tmakest hechlidren
. y li s a e h s il g n E n r a e
l The Engilsh teacher splay impo tran troles in the learning
e h t g n i s o o h c d n a s l a ir e t a m g n i s o o h c n i l u f e r a c e b d l u o h s s r e h c a e T . s s e c o r p
y a w e t a ir p o r p p
a s to t each Engilsh so t hati tca n improvet hestudents ’mastery fo
h s il g n
E .
n
I the Kanisiu sKalasan elementary school ,al lstudent sa re supposed to
. h s il g n E n r a e
l They have to maste rEngilsh bette.r I tinclude s4B students fo
. l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a
K Basedont heobservaitontha twa sconducted
e h t y
b researcher t o observe t he acitviites i n 4B clas ,s t he researche rconcluded
t t n a tr o p m i e m o
s hingsr elatedt ot heEngilshclas sacitviites .Theconclusion swere
t a h
t du irngt he t eaching acitviites, t heuseoft hel earning mediawa sno tenough .
a l c e h
T s sstiuaiton was no teffecitve .I talso had not energy to learn Engilsh
f o t s o m , s e d i s e B . y l e v it c
a the student s did no t pay atteniton t he teacher’ s
S . n o it a n i a l p x
e omestudent swalkedaround i nclas sand disturbe d othe rstuden s .t
s s e l d n a d e r o b e r e w s t n e d u t s e h t , s e it i v it c a g n i n r a e l h s il g n E e h t g n ir u D
. g n it s e r e t n
i They also needed an approp irate rteatmen tto help increasing the
.s ll i k s h s il g n E ’ s t n e d u t s
g n i o d r e tf
A theobservaitoni ntheEngilshclass ,t r she e earcheri nterviewed
. r e h c a e t h s il g n E e h
t Based on the resul to fthe interview ,the researche rfound
s m e l b o r p e m o
s intheEngilshclass .Accordingt ot het eacher ,mos toft hes tudent s
d i
d no tpay atteniton. The student swere interested doing othe rthings .T he
d e d e e n s t n e d u t
s learning t echniquetha twa ssutiablefor t hem .I twould increase
h s il g n E r i e h
3
e h
T researche rtired to ifnd ou tthe cause o fstudents ’problems in the
o d e s a B . h s il g n E g n i n r a e
l n the observaiton , the problem swere the student s
g n i n r a e l e h t g n ir u D . h s il g n E g n i n r a e l m e h t p l e h d l u o c t a h t s t n e m t a e rt e h t d e d e e n P . h g u o n e t o n s a w a i d e m g n i n r a e l e h t f o e s u e h t , s s e c o r
p racitcing the Engilsh
e r e w s ll i k
s no tenough ,so tha tthe student swere interested doing othe rthings .
d e d e e n y ti li b a h s il g n E ’ s t n e d u t s e h t , e r o f e r e h
T the improvement .In the class ,
e h t f o t s o
m student swerebored .
d a h s m e l b o r p ’ s t n e d u t s e h
T to be solved in orde rto increase students ’
b d l u o h s r e h c a e t e h T . h s il g n E n i t n e m e v e i h c
a e able to choose approp irate
s t n e d u t s e h t t a h t o s , s e u q i n h c e
t en yjo e d learning Engilsh .In thi sresearch ,the
r e h c r a e s e
r wanted to help the Engilsh teache r ifnd ou tthe approp irate learning
tr o p p u s o t a i d e m g n i n r a e l r o e u q i n h c e
t learning acitviites in the Engilsh clas .s
a
B sed on the problem soccured in 4B class o fKanisiu sKalasan elementary
e r e w s e m a g e g a u g n a l , l o o h c
s approp irate rteatment fo rchlidren .According to
s t n e d u t s e h t ,) 1 9 9 1 ( r e m r a
H put i nto astiuaiton i n which t hey haveto useal lo r
h t f o y n
a el anguaget heypossesst ocompleteagame-ilketask( p.126) .Language
n i y lt n e u q e r f d e s u e r a s e m a
g thelearningprocess .Thist echniquei soneoff amou s
e u q i n h c e t g n i h c a e
t knownbymos tofteacher .s
Game saref unandchlidren ilkeplayi .ng Lewi s&Bedson(1999 )notetha t
“playing game si sa vtia land natura lpar to fgrowing up and learning” (p.5) .
. h s il g n E n r a e l o t n o it a v it o m ’ s t n e d u t s e s a e r c n i d n a e t a l u m it s l li w s e m a
G Wirght ,
y b k c u B & , e g d ir e tt e
B (2006 )also arguetha tgame tisel fmean san acitvtiywhich
s u d n a s y a l p s r e n r a e
l ually interac twtih other s(p .1 .) I tmean stha tgame swli l
a s ’ n e r d li h c t c a rt t
a ttenitont o l earn Engilshl esson .Game salso givet hechallenge
o
t chlidrent odevelopt heril anguageandt ounderstandt hemeaningo feachword .
, s e m a g g n i s u y B . n e r d li h c r o f s e g a t n a v d a y n a m e v a h s e m a g e g a u g n a
L i tm ay
n e r d li h c o t l u f e s o p r u p d n a y a w e v it c e f f e n a e b y l n i a tr e
c make the repeititon o f
e g a u g n a
l .Therearemanyl anguagegame swhichcanbeusedi nt eachingEngilsh
.s e m a g e r u t c i p d n a , e l z z u p , s e m a g d r a o b , d r o w s s o r c , s e m a g d r a c s a h c u s
e h t n o d e s a
B problem stha thave been found ,t he researche rdecided to
t c u d n o
c classroom aciton research (CAR). CAR w as the research where the
n i s m e l b o r p , s t n e d u t s t u o b a a t a d e h t s t c e ll o c r e h c r a e s e
r the classroom ,and
g n i n r a e
l -teaching proces sin orde rto explore the classroom and give a good
t n e d u t s e h t n o d e s a b s t n e d u t s e h t r o f t n e m t a e
rt s ’need. According to Wallace
h c r a e s e r e h t , ) 8 9 9 1
( i s ended by systemaitcally collecitng data on teachers ’
e m o c o t r e d r o n i ti g n i z y l a n a d n a e c it c a r p y a d y r e v
e tosomedecisions abou twha t
’ s r e h c a e
t future pracitce should be (p.4) .The purpose o fCAR is to help the
r e h c a e
t s improve thei rteaching qualtiy whethe rfrom teaching media ,teaching
r o , t n e m e g a n a m m o o r s s a l c , y g o l o d o h t e m g n i h c a e t , g n i h c a e t f o y a w e h t , e u q i n h c e t
. t n e m e v e i h c a ’ s t n e d u t
s In thi sresearch ,the researche rimplemente d language
s e m a
g in orde rto increase English skills fo B4 student so fKanisiu sKalasan
o h c s y r a t n e m e l
5
.
B ProblemFormula iton
“ s i h c r a e s e r s i h t n i d e r e w s n a e b o t g n i o g s i h c i h w m e l b o r p e h
T How do
ll i k s h s il g n E e s a e r c n i s e m a g e g a u g n a
l s of fou trh grade student s o fKanisiu s
y r a t n e m e l e n a s a l a
K school?” .
.
C ProblemLimtia iton
h c r a e s e r s i h
T focuse d on the use o flanguage game sto increase Engilsh
ll i k
s s fo fou trh grade student so fKanisiu sKalasan Elementary School . The
B 4 s s a l c y l n o h c r a e s e r s i h t f o s t n a p i c it r a
p .Therewere36 students .Thi sresearch
e t c u d n o
c d i nsemeste r2 .Languagegame swereimplemented du irngt hel earning
. s s e c o r
p The researche rdid no tgive ilmtiaiton on acetrain skli lo fEngilsh .The
g n ir u D . s ll i k s l l a g n i d u l c n i B 4 s s a l c o t s e m a g e g a u g n a l d e t n e m e l p m i r e h c r a e s e r
c o r p e h
t ess ,the researche robserved how language game scould increase the
n i s ll i k s h s il g n E ’ s t n e d u t
s theEngilshclas .s
.
D ResearchObjecitves
s i h t g n it c u d n o c y
B research ,theresearche rwanted t o solvet he students ’
r
p oblem sin l earningEngilshby using l anguagegames .Therefore,t her esearcher
l li
w beablet oi dentfiy howt helanguagegamesi ncrease sstudents ’Engilshskill s
.l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a K f o B 4 s s a l c f o
.
E ResearchBeneftis
T heresearche rexpectsthatt hisr esearch wouldgiveposiitvecontirbuiton
o
t the Engilsh teacher o fKanisiu sKalasan elementary school ,the student so f
s r e h c r a e s e r e r u t u f e h t d n a , l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a
r o f y ti n u tr o p p o e v i g n a c h c r a e s e
r elementary schoo lto increase Engilsh a sa
n g i e r o
f language.
f , t s ri
F or t he Engilsh t eache rof Kanisiu sKalasan elementary schoo,l t he
e s e
r arche rexpectst hatt her esul toft hisr esearch giveposiitvecont irbuiton t o the
h s il g n
E teache rto increase students ’Engilsh skill sby using language games.
e h t , y ll u f e p o
H resul tof t hi sresearch gives acontirbuiton t o theEngilsh t eacher
r e h c a e t h s il g n E e h t s p l e h d n
a to solve thei rd fiifcutly i n theteaching Engilsh ,so
e h s t a h
t cant eacht hes tudent seasliy .Ther esearche ralsoexpect stha tther esul to f
e v i g n a c h c r a e s e r s i h
t somebeneftis t o Engilsh t eacher who wants to i mplement
h s il g n E g n i h c a e t n i s e m a g e g a u g n a
l inorde rtoi ncreasestudents ’Engilshskills.
r s i h t , d n o c e
S esearch i sbeneifcia lfort he futureresearcher swho wantt o
h c r a e s e r r e h tr u f o
d in the same ifeld .Hopefully ,the resul t o fthi sresearch
n u o f a e b n a c d n a n o it a m r o f n i l u f p l e h s e d i v o r
p daitonf ort hef uturer esearch.
e h t , d ri h
T resul to fthi sresearch wli lgive posiitve contirbuiton to the
s t n e d u t
s fo Kanisiu sKalasan elementary school .Hopefully ,the student scan
increase thei rEngilsh by using language games .The researche rexpect sthi s
researchcangiveoppo truntiyt othestudentst obeawaret ha tEngilshi si mpo tran t
. e r u t u f ri e h t r o f
.
F De ifniitono fTerms
e r a e r e h t , h c r a e s e r s i h t n
I some t ermstha twould be used .Therefore, t he
n i g n i d n a t s r e d n u s i m d n a n o it a t e r p r e t n i s i m d i o v a o t s m r e t e s o h t s e n if e d r e h c r a e s e r
7
.
1 Languagegames
e u g r a ) 9 9 9 1 ( n o s d e B & s i w e
L tha t“playing game sareavtia land natura l
g n i n r a e l d n a p u g n i w o r g f o t r a
p ” .Game shelped the student sto develop thei r
l a r u t a
n knowledge in learning language and to sitmulate thei rablitiy to learn
e g a u g n a
l .
a rt t a l li w s e m a G . t n e m y o j n e d n a n o it a v it o m y l h g i h e r a s e m a g e g a u g n a
L c t
n i n o it n e tt a ’ s t n e d u t s e h
t et h learningprocess .Int hi sresearch,l anguagegame sa s
e u q i n h c e t e t a ir p o r p p a n
a fo r student s in Engilsh learning . Game s give the
t y ti n u tr o p p
o o chlidren t o i magineand bu lid thecooperaiton wtih others .I twa s
e s o h
c n becausemos to felementary student s ilkeplayingandt hey would beeasy
n i d e t s e r e t n i d n
a learningEngilsh .
.
2 EngilshSkills
f f o e n o s i h s il g n
E oreign language tha ti slearned in Indonesia .Mos to f
h s il g n E n r a e l o t e v a h s t n e d u t s n a i s e n o d n
I .Basedon t heSura tKeputusanMenter i 3
9 9 1 / U / 0 6 0 r o m o N n a a y a d u b e K n a d n a k i d i d n e
P on February 25 ,1993 ,Engilsh
n i d e ti c s a ( l o o h c s y r a t n e m e l e n i n o s s e l e h t f o e n o s a d e d i v o r p e b t h g i m n o s s e l
. ) 2 . p , 7 0 0 2 , o t n a y u
S Therefore, t hestudentsl earned Engilsh i norde rto suppor t
. a r e n o it a z il a b o l g g n i c a f m e h t p l e h o t d n a y d u t s ri e h t
n
I the learning Engilsh ,student shave to maste rfou rskills .There are
. g n i d a e r d n a , g n it ir w , g n i k a e p s , g n i n e t s
il In thi sresearch ,the researche rwould
t n e d u t s e h t p l e h o t e k
il s o f4B clas so fKanisiu sKalasan elementary schoo lto
h s il g n E r i e h t e s a e r c n
.
3 FourthGradeStudent so fKanisiu sKalasanElementarySchool
I R h a t n ir e m e P n a r u t a r e P n o d e s a
B No .28 ,1990 states t hat thede ifniiton
h c i h w , n o it a c u d e c i s a b f o m r o f ti n u a s i l o o h c s y r a t n e m e l e e h t f
o run sa s xi -yea r
m a r g o r p n o it a c u d
e . Int hisr esearch,t hes ubjec toft heparitcipan twasfou trhgrade
. l o o h c s y r a t n e m e l e f o s t n e d u t
s Fou trh grade student sare chlidren in the age o f
. d l o s r a e y n e t o t e n i
n The focu so fthe paritcipaiton wa sin the clas s4B. The
. B 4 s s a l c n i s t n e d u t s 6 3 e r e w s t n a p i c it r a p
s u i s i n a
K Kalasan elementary schoo li slocated in Kalasan ,Yogyakatra .
a e s e r e h
T rche rchoseKanisiu sKalasan elementaryschoo lbecauset her esearche r
s i n a K d n a h s il g n E n i y ti li b a ’ s t n e d u t s e s a e r c n i o t s e it i n u tr o p p o y n a m w a
s iu s
s a w l o o h c s y r a t n e m e l e n a s a l a
9
I I R E T P A H C
W E I V E R E R U T A R E T I L
Int hi schapte,rt her esearche rpresent sadiscussionundelryingthetheo ire s
s l a e d t s ri f e h T . n o i s s u c s i d f o s t n i o p r o j a m o w t e r a e r e h T . h c r a e s e r e h t o t d e t a l e r
h t h ti w s l a e d d n o c e s e h t d n a n o it p ir c s e d l a c it e r o e h t e h t h ti
w eoreitca lframework
h c r a e s e r e h t f
o .
.
A Theore itca lDescrip ito n
Theoreitca ldescirptionpresent ssomet heo iresr elatedtoi ncreasestudents ’
s ll i k s h s il g n
E o ffou trh grade o fKanisiu sKalasan elementary schoo.l There are
s e ir o e h t r o j a m e e r h
t int hisr esearch ,namelyEngilsh f o ryoungl earner ,slanguage
, s e m a
g andclassroomacitonr esearch .
.
1 Engilshf orYoungLearners
.
a De ifniitono fyoungl earners
s r e n r a e l g n u o
Y are group o f ifve to twelve year sold .Phliilp s(1993)
s e u g r
a ttha youngl earner smeanchlidrenf romt hef ris tyea roff ormals chool(ifve
. e g a f o s r a e y e v l e w t r o n e v e l e o t ) d l o s r a e y x i s r
o In t hi sage ,chlidren want to
d n u o r a r i e h t n i g n i h t y r e v e n r a e
l (p.3) .Suyanto (2007 )also notestha tthe young
r e n r a e
l sare the elementary students fo six to twelve year sold .They can be
v e
d ided i nto 2 group ,s t hereareyounge rgroup (six t o eigh tyear sold )and olde r
group( ninet ot welveyear sold)( p.15 .)
l g n u o
Y earner sare special .Phliilp s(1993 )argue stha tyoung learners
b a r o e m a g l a u t c e ll e t n i n a s a t i g n it a e rt n a h
t srtac tsystem (p .5 .) Chlidren also
. n o it a c i n u m m o c r i e h t p o l e v e d o t r e d r o n i e g a u g n a l n r a e
l In thi sresearch ,the
o f r e h c r a e s e
r cuse sonelementarys tudents .Theyaref ou trhgradestudents .
.
b Thecharacterisitcs o fyoungl earners
f o n e r d li h
C s ix tot welveyear soldhavecetraincharacteirsitcs .According
a y u S o
t nto (2007) ,elementary student sare divided into two groups .There are
p u o r g r e g n u o
y (sixt o eigh tyear sold )andolde rgroup( ninet ot welveyear sold) .
r e h c r a e s e r e h t , h c r a e s e r s i h t n I . ) 5 1 . p ( s c it s ir e t c a r a h c t n e r e f fi d s a h p u o r g h c a E n o s e s u c o
f student soff ou trh gra .de Teache rhast o knowand shouldbeawareo f
i e k a t d n
a ntoaccounti nt het eachingprocess ,so t het eache rcan onlydrawhi so r
c it s ir e t c a r a h c e h t o t n o it n e tt a r e
h s ofyoungchlidren.
n e t r o e n i n t u o b a e r a l o o h c s y r a t n e m e l e e d a r g h tr u o f e h t f o s t n e d u t s e h T g n i d r o c c A . d l o s r a e
y t o Harmer( 2001) ,chlidrenwho arei nt henineort en year s
d l
o need t hevairetyo flearning sources (p.38) .Thestudentsi n t hi sagewilll earn
n u o r a g n i h t y r e v e e r o l p x e o t t n a w y e h t o s , s u o ir u c e r a y e h T . m e h t d n u o r a m o r f d s e u g r a o s l a ) 1 0 0 2 ( r e m r a H . m e h
t thatt hechlidrenoft hi sagelearn somethingno t
m o r f y l n
o explanaiton bu talso from wha tthey see ,hear ,and ,crucially ,have a
. ) 8 3 . p ( h ti w t c a r e t n i d n a h c u o t o t e c n a h
c Chlidren always l earn i n vairety ways ,
n e r d li h c n e h W . g n it a ti m i d n a , g n i k a e p s , g n i h c t a w , g n i n e t s il y b e l p m a x e r o
f watch ,
s p l e h t I . e n o d e v a h y e h t t a h w e n i g a m i ll i w y e h t , g n i h t e m o s e t a ti m i , k a e p s , n e t s il . g n i n r a e l r e v o d n a e c it c a r p , e z ir o m e m o t m e h
t Halilwel( 1992 )arguesthatt heac t
g n i s a t n a f f
o ,of i magining, i svery much an authenitcpar to fbeing achlid (p.7) .
y
1 1
s s e c o r
p .Therefore ,teacher sneed to provide approp irate learning media and
s e it i v it c a g n i n r a e l s u o ir a
v toatrtacts tudents ’atteniton.
e v o l n e r d li h c t a h t s e t o n ) 7 0 0 2 ( r e m r a
H d si cove irng t hing sand t hey l ove
, g n i h t e m o s g n i w a r d n i s a h c u s ,s e it i v it c a e m o s n i d e v l o v n i e b l li w y e h t o s , g n i y a l p
n i v i g y B . ) 8 3 . p ( s g n o s n i r o , t n e m e v o m l a c i s y h p n i , s e m a g n
i g a vairety o f
s e it i v it c a g n i n r a e
l ,t hestudent swereno tbored..
, s e d i s e
B Suyanto also argues tha tstudent so ffou trh grade have own
. s c it s ir e t c a r a h
c Actually ,Harme rand Suyanto have same idea sabout t he fou trh
s c it s ir e t c a r a h c ’ s t n e d u t s e d a r
g , bu t Suyanto give s more opinions abou t i.t
g n i d r o c c
A to Suyanto (2007) ,the fou trh grade or uppe rclasse sstudent shave
t n e r e f fi
d characteirsitcs(p.16) .Thecharacteirsitc sareasf ollow .s
)
1 Uppe rclasses student scan communicate wtih othe rpeopleand t hey can ask
. y l n e p o g n i h t y r e v e l l e t d n a
)
2 Thes tudent so feightt ot enyear soldareabletodfiferenciatebetweenfac tand
. t c a rt s b a e r a h c i h w s g n i h t e h t d n a t s r e d n u n a c y e h t o s l a d n a , n o it c if
)
3 Mos to fchlidren ilke learning language by using games ,songs ,o rsto ires .
. n r a e l o t c it s a i s u h t n e e r o m e r a y e h T
)
4 Uppe rclasses student sare able to concenrtate longe rthan lowe rclasses
s i tI . d e d e e n l li t s e r a s e it i v it c a r i e h t f o s n o it a ir a v e h t , d n a h r e h t o n I . s t n e d u t s
d i o v a o t t n a tr o p m
i theboredo mstiuaitoni nclas .s
)
5 Chlidren ilkel earningusingmedia , ilke lfashcards ro puppet .sTheyalso ilke e
h t n I . g n ir u o l o c d n a g n i w a r
d learning process;they aremore enthusiasitc i f
r e h c a e t ri e h
)
6 Olde rgroup o ruppe rclasses student scan work togethe rand learn togethe r
i r o s p u o r g n i k r o w n a c y e h T . s r e h t o h ti
w npari .s
)
7 Uppe rclasse sstudent s ilke learning by doing .They need acitviite swhich
e r p x e , t n e m e v o m y d o b g n i s
u ssion ,rea lobjec to rpicture .I taimst o maket he
i s a e e g a u g n a l n r a e l n e r d li h
c l y.
n o d e s a
B the characteirsitc sabove, i tcan be concluded that the fou trh
e h t e g o t k r o w n a c y e h t d n a t n e d n e p e d n i e r o m e r a s t n e d u t s e d a r
g r i n group or i n
s e d i s e B . ri a
p ,t heyneedani nterestedmediaort echniquei nthelearningprocessi n
m e h t d i o v a o t r e d r
o in boredomstiuaiton .They arealso cu irous ,so t hey want t o
s e it i v it c a e m o s t e g y e h t f i y p p a h e r a y e h t d n a m e h t d n u o r r a g n i h t y r e v e e r o l p x e . d r a c r o e r u t c i p e k il , t c e j b o l a e r d n a , n o i s s e r p x e , t n e m e v o m y d o b r i e h t e d u l c n i t a h t .
c Thewaychlidrenl earn
n e r d li h c f o s c it s ir e t c a r a h c e h
T affec tthei rway o fthinking and learning
g n i h t e m o s d n if y e h t fi y l k c i u q g n i h t e m o s n r a e l ll i w n e r d li h c f o t s o M . g n i h t e m o s g n it s e r e t n
i in thei r lesson . Besides , they wli l be bored when the lesson i s
o n o
m tonous .Chlidrenarecu irous .They wantt ol earnmanyt hing sandtheywan t
o
t knowhowt hing swork .Brewste re ta.l( 2002 )arguetha tyoungchlidren ,ont he
n r a e l o t l a e d t a e r g a e v a h l li t s d n a s e v il r i e h t f o l o rt n o c n i t e y t o n e r a , d n a h r e h t o n o r e h t o n a n r a e l s a l l e w s a , e g a u g n a l n w o r i e h t n
i e (p .27) . They ils tthe
y f o s c it s ir e t c a r a h
c oung learners tha tmake them dfiferen tfrom olde rlearners .
s r e n r a e l g n u o Y ) 1
( haveal o to fphysica lenergyando tfenneedt obephysicallyacitve( 2 ) e r a ) 4 ( e l b a ti c x e y ll a n o it o m e e r a ) 3 ( s d e e n l a n o it o m e f o e g n a r e d i w a e v a h d n a y ll a u t p e c n o c g n i p o l e v e
3 1 fl e s e b o t d n e t ) 7 ( y l k c i u q s g n i h t t e g r o
f -o irented and preoccupied wtih m i m t n e ll e c x e e r a ) 9 ( y li s a e d e r o b t e g ) 8 ( d lr o w n w o r i e h
t ic s(10 )can
e b n a c ) 1 1 ( d e t s e r e t n i e r a y e h t fi e m it g n o l y l g n i s ir p r u s a r o f e t a rt n e c n o c t u b d e t c a rt s i d y li s a
e alsoveryenthusiasitc( Brewstere tal,.2002 ,p .27)
s e u g r a ) 1 0 0 2 ( r e m r a
H tha tchlidren love discoveirng thing sand they
h t g n i s u l l e w d n o p s e
r erii maginaiton .Therefore, t hey maybei nvolved i n puzzle
l a c i s y h p n i , s e m a g n i , s g n i h t g n i w a r d n i , s g n i h t g n i k a m n i s e it i v it c a e k il . ) 8 3 . p ( s g n o s n i r o t n e m e v o
m Teachers ’role sgiveabig contirbuiton du irng t he
. s s e c o r p g n i n r a e
l Tea
