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g e young learner shave to face thi srealtiy. Al lforma lschool sin e h T . s t c e j b u s y r o s l u p m o c r i e h t f o e n o s a h s il g n E h c a e t a i s e n o d n
I interest so f
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p SpeakFirs tEngilshCourseKlaten .
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e d a r g y r a m ir p t a h s il g n E h c a e t o t e m a g f l o W . r M t n e m e l p m i r e h c a e t e h t s e o d n i s t n e d u t
s Speak Firs tEngilsh Course? . The second problem , wha ti sthe r e tf a s t n e d u t s e h t f o e s n o p s e
r havinganEngilshclas swtihMr .Wol fgame? . y d u t s e h
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p SpeakFirs tEngilshCourseKlaten .
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p Metode yang penuil ssarankan untuk dtierapkan adalah e
p rmainan( Mr .Wo fl) .
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M nagurumenerapkanpermainan Mr .Wofluntuk a s a h a B r a j a g n e
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d mbelajar muda dan
n a n i a m r e
p .Sumberl ainnyaberasa lda irj urna lyangberhubungandengananailsis . n a k k u j n u n e m a m a tr e p n a it il e n e p h a l a s a m i r a d a t a d s i s il a n a n a k r a s a d r e B r u g a w h a
b u menerapkanl angkah-langkahyangt elah dtientukandalampermainan .
r
M Wol f berdasarkan Tota l Physica l Response (TPR) . Teor i classica l n o it i d n o
c i ng d tierapkan untuk mengetahu irespon siswat erhadap permainan Mr . g n a y a t a d n a k r a s a d r e B . fl o
W diperoleh,respon siswaSpeak F ristEngilsh Course i s i d n o k r e t n o p s e r h a l a d
a (condiitoned response) .Dalam peneilitan i n ipermainan f l o W . r
M adalah sitmulu snetral(NS) .Bimbingan guruselamapermainanadalah
s u l u m it
s kt a berkondisi (UCS )dan respon siswaterhadap insrtuksi/peirntah guru n a n i a m r e p n a
d adalah respon tak berkondisi (UC R .) Peirntahi/nsrtuks i guru . e m a g f l o W . r M p a d a h r e t n o p s e r n a k li s a h g n e
m Permainan Mr .Wofl berasosias i u r u g h a t n ir e p n a g n e
d sehinggamenghaslikanr espont erkondisis iswa(CR).
i c n u k a t a
x i
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r e y a r p , tr o p p u
s s, encouragementandmoitvaitont o ifnisht hi s ifna lpape.rFris to f t
s e t a e r g y m s s e r p x e o t e k il d l u o w I , ll
a grattiudet o t heLord ,Redeeme,r and my r
u o i v a
S ,Jesu sChris,tfo rHi swonderfull ove ,blessing ,and guidancef o rme .He e
h t d n if o t e m d e p l e h d n a p u e v a g I r e v e n e h w e m s n e h t g n e rt
s way ou twhen I
e c a
f d rp oblems .Wtihou tHim,t hiss tudywli lneve rbe ifnish . ed o h w y li m a f d e v o l e b y m o t e d u ti t a r g l a i c e p s y m e t a c i d e d
I have given t hei r
, e v o l , h ti a
f suppor tand prayers. I t hank mylovely fatherBapak Tadiu sSularto, o
h
w wa svery paitent ot wai tfo rme un it l I ifnish my study .I t hank my mother
u b
I Sr iHar itni, whoalwayssuppo tr sand tp s u mynamei nhe rprayers every yd , a d
n
a mybelovedbrotherAdriyantoPtioyoAd.i
, r o s i v d a y m o t s e o g e d u ti t a r g p e e d y
M V .Triprihatmini ,S.Pd,.M.Hum. , .
A .
M , who ha sgiven me he rp irceless itme to guide me to complete thi s ifna l r
e p a
p . Ithank he rfo rhe rwliilngnes sto check ,to read ,and to give preciou s k
c a b d e e
f and advices so tha t Ican ifnish my ifna lpape rwell. Iwould ilke to m
e l b o r p l l a r o f e z i g o l o p
a s tha t Ihavemadedu irngt he ifna lpape rw irtingproces .s o
s l a
I givemygrattiude t to heHeado fEng ilshEducaitonStudyProgram ,
PaulusKuswandono ,Ph.D.fo rhi sadviceandcaredu irngt he ifna lpape rw iritng I
. s s e c o r
p thank al lo fthe PB Ilecturers who have taugh tme a lo to fthing s a
t a n a S n i y d u t s y m g n ir u
d DharmaUniverstiy . Iwould ilket ot hank lla fo Engilsh m
a r g o r P y d u t S n o it a c u d
x
Ithankal lmyPBIfriendswhom Icanno tmenitononebyone ,especia lly s
r e 8 0 0
2 . Ialsot hank ,Dimas ,Nala ,Gliang,Yuan,Yuantia ,Wanda ,Tya,P tia , ,i
r a
M Krisitn ,Anggie ,Pauiln ,De tta ,Via ,Memey ,Mike ,Sony ,Liza ,Levyn ,
o k o J , a d n i D , k i n o M , e n e r
I ,Purwo da n Andreo . Ithank them fo rbecoming r
e h t o h c a e g n it r o p p u s d n a s d n e ir f t a e r
g du irng t hehard itme . Ialsot hankt hebig f
o y li m a
f Eyang Darmo Sutarno and Eyang Sastro Ithank them fo rthei r .
e m o t tr o p p u s d n a t n e m e g a r u o c n e , s r e y a r p
y
M grattiude also goe sto the Genera lManage ro fSpeak Fris tEngilsh ,
e s r u o
C Ibu DianFransiska Maharan iM.Hum., theCoordinato ro fSpeak Fris t ,
e s r u o C h s il g n
E Ibu Bianca Yu ifrsty Setya Nugrahan.i ,S.Pd ,. Priclil a Grace ,.
i r a a s r a d n i
W S.Pd., and al lSpeak Firs tEngilsh Course staf ff or giving me s
u o i c e r
p oppo truntiy t o conduct t hi sstudy i n t heri i nsttiuiton. Igive my sincere n
o it a i c e r p p
a to thestudent so fSpeak Fris tEngilsh Course .Thi sstudywli lneve r .
p l e h r i e h t t u o h ti w d e t e l p m o c e
b
t s a e l t o n t u b t s a l e h
T , Iwould ilket ot hankal loft hewondefrulpeoplet ha t r
a e y e g e ll o c s i h t h g u o r h t e m d e tr o p p u s e v a
h s whom Ihave no tmen itoned ye.t d
o G y a
M blessthemal.l
i x
S
T
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T
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B
A
T
EG A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ..............................................vi T
C A R T S B
A ... iiv
K A R T S B
A .................................................................................................. viii S
T N E M E G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... ix
N O I T C U D O R T N I 1 R E T P A H
C ... 1 .. .
A Backgroundoft hes tudy ... 1 .
B ResearchMethod ... 5
N O I S S U C S I D I I R E T P A H
C ... 8
.
A Reviewo fRelatedLtierature... 8 s
e m a
G ... 8 .
a Deifniitono fGame... 8 .... .
b Gamesi nLanguageTeaching ... 01 .
c Mr .Wol fGame ... 21 .
d LtieratureReviewonResponse ... 41 .
e LtieratureReviewonYoungLearners ... 7....1
.
B Findingoft heStudy... 22 .
1 TheTeacher’sI mplementaitono fMr .Wol fGame... 22 .
2 Students ’Responsest oMr .Wol fGamei nt heClass ... 62 .
a Uncondiitona lResponse ... 62 .
b Condiitona lResponse ... 72 .
c TheStudents ’ResponseBasedont heObservaitonSheet... 82 .
ii x .
e TheStudents ’ResponseBasedont heI nterview... 13 .f TheStudents ’ResponseBasedont heQuesitonnarie ... 23
N O I S U L C N O C I I I R E T P A H
C ... 5..3 s
n o i s u l c n o
C ... 3 5 S
E C N E R E F E
R ... 73 S
E C I D N E P P
A ... 83 A
x i d n e p p
A ... 93 B
x i d n e p p
A ... 14 C
x i d n e p p
A ... 34 D
x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
e h t s e s s u c s i d y d u t s s i h
T Studen’ts Response to The Use o fMr .Wol f
h s il g n E n r a e L o t e m a
G a tP irmary Grade Leve lin Speak Firs tEngilsh Course n
e t a l
K .Thi schapter si divided into t wo pa tr snamely ,background and research .
d o h t e m
.
A Background
Engilsh i sa foreign language tha tbecome sa second language in many
s e ir t n u o
c including Indonesia. In Indonesia ,government statred to implemen t
e h t o t h s il g n
E studentsatt hebeginningl evel( p irmaryschoo)lin1994as et h loca l
t n e t n o
c . Al l forma l school s in Indonesia consider Engilsh a s one o f thei r
y r o s l u p m o
c subjects. Atlhough Indonesian government had implemented
a l u c ir r u
c which ilmtis theuseo fEngilshi nP irmarySchool, thei nteres to fEngilsh
g n i s a e r c n i p e e
k .A sar esutl ,anumbe ro finformals chools sucha sEngilshcourses
o s l
a increase; a lo to fparents register thei rchlidren to those Engilsh course .s
9 9 1 ( g n o L d n a n e s r a
L 1 )statetha ti twould beeasierf ort hemt olearnal anguage ,
y e h t e c n i
s a restli lyoung (p.155). They beileve t hat t he bes tstage o fhuman t o
e g a g n u o y e h t t a s i e g a u g n a l w e n a n r a e
l . I tmeans t hat the earile rthe young
s t n e d u t
s aretaughtanewl anguaget hebettert heycanunderstandi .t
r e d r o n
I to help the young learners, et h teacher shave to implement an
e t a ir p o r p p
a teaching technique in faclitiaitng them ,especially fo rthe p irmary
l o o h c
s students. Theyoung learnersneed agood i mpressionoft henew l anguage
n E
g n i h c a e t g n i o d e r a y e h t n e h w e l b a tr o f m o
c – learning proces sin an interacitve ,
e l b a tr o f m o
c andf irendlyway .Stiitngand ilsteningt ot het eacher’ sspeechi sabi t
n i n e r d li h C . m e h t r o f g n ir o
b p irmaryschoo lageareacitve ,energeitcand playful ,
y h w s i t a h
t oneoft hebes twayst o uset hei renergy i sbyinvolvingthemt odo an
s a h c u s y ti v it c
a game .By doing the game ,the students repeat ,use and learn
c s n o c n u h s il g n
E iouslymoreove;r t hestudentswli lno tge tbor edeasliy .
Int hi sstudy,thewrtierwould ilket odiscus showt hestudentsresponset o
e s u e h
t fo gamea sat eaching t echniqueinl earning Eng ilsh, in t hi scaset hegame
e m a g f l o W . r M s i r e h c a e t e h t y b d e s u s i t a h
t . Responsei san answe rorreaciton
” e s n o p s e R “
( ) n. I othe rwordsr esponsei st her esul to far eacitont hatahuman o r
l a m i n a n
a makes a tferr eceivingasitmulus .Thewrtie rcome sup wtih aquesiton,
o
h w doest het eacheri mplemen tMr .Wol fgamet o t each Engilsh t o t hep irmary
l e v e l e d a r
g ?
e h
T reason swhich lead the wrtie rto conduc tthi sstudy a tSpeak Fris t
e s r u o C h s il g n
E Klaten were frist ,thi skind o fstudy i sinteresitng because the
e s r u o c h s il g n E e h t f o n o it a c o l e h t , d n o c e S . g n i g n e ll a h c s i n e r d li h c s d r a w o t y d u t s
o t t o n s
i of arf romt hewrtier’ shome .Thrid,t hewrtie rha sarleadyknowns omeo f
n E t s ri F k a e p S n i s r e h c a e t e h
t gilshCourse.I naddiiton ,gamei nsa exciitngwayt o
s t n e d u t s e h t e g a r u o c n
e to l earn and ti can i ncreasestudents ’paritcipaiton du irng
e l d n a g n i h c a e
t arningprocess .Accordingt oW irght ,Betteirdge&Buckby( 2006 )
e g a u g n a l d r a w o t t s e r e t n i e s a e r c n i n a c s s e c o r p g n i n r a e l n i s e m a g d n a s g n o s g n i s u
y b , r e v o e r o M . n r a e l o t s t n e d u t s e h t r o f e r e h p s o m t a e v it c u d n o c s e t a e r c t I . g n i n r a e l
e r a s t n e d u t s s e m a g e h t g n i s
o t e m a g f l o W . r M f o e s u e h t o t s e s n o p s e r ’ s t n e d u t s n o s u c o f o t e k il d l u o w y d u t s
e h T . n e t a l K , e s r u o C h s il g n E t s ri F k a e p S n i l e v e l e d a r g y r a m ir p t a h s il g n E n r a e l
n o it s e u q d n o c e
s i sw hatist hestudents’r esponsewhent heyarehavinganEngilsh
h ti w s s a l
c M .rwoflgame?
Speak Fris ti sone o fthe bes tEngilsh course sin Klaten focusing on
r o f h s il g n E g n i h c a e
t young learners especially the speaking skill. The Engilsh Course offers some programs namely ;Engilsh fo rKindergatren and Engilsh fo r
y r a m ir P ( s d i
K Level) .The teacher suse some teaching technique stha twli lbe
y d u t s e h t f o e v it c e j b o e h t e v e i h c a o t d e s
u .Thecommonteachingtechnique sused
e r a ) F S ( t s ri F k a e p S t a s r e h c a e t y
b games .The teacher s eu s va irou sgame sto
v o r p m
i et hei rstudents ’speakingskill .Thet ypeofthegames givenby t het eacher
h t n o s d n e p e
d e t opic and t he students ’grade ni order t o make the studentsfee l
o d o t e l b a tr o f m o
c theteaching- learningacitvtiy.
e h t , e s r u o C t s ri F k a e p S t
A students are taugh tto develop theri Engilsh.
Vairousgame sareused to encouraget hestudentstospeakin Engilsh .When the
r e ti r
w did the observaiton in p irmary schoo lgrade class ,the wrtie rfound ou ta
W . n o it a u ti
s h enthet eache rexplained t hemateirals on t hewh tieboardorally , the
s t n e d u t
s seemed uninterested, bu t irgh ta tfe rthe teache rinvtied the students to
e m a g y a l
p thestudentssuddenly becameenthusiasitc .Atf rist ,thewrtierthough t
o a h c e m o c e b d l u o w s s a l c e h t t a h
t it cbecauset herewere if tfeenstudentsbuti twa s
t o
n . The teache r successfully got the students’ atteniton through the game .
g n i h c a e t s a e m a s e h t t o n s i n e r d li h c g n i h c a e
T adutls ;tir equrie sagoodclassroom
t n e m e g a n a
n e r d li h c y ll a r u t a
N ilke to play and do no twan tto ilsten to anyone’ sorder bu t
g n i h c a e t o t s e m o c t i n e h
w -learningacitv tiyt heys houldpayattentiont owhatt hei r
t e s u a c e B . s y a s r e h c a e
t he highe r the students ’ atteniton the bette r learning
. e b l li w t n e m e v e i h c a
e h t t a h t s e m a g l a r e v e s e r a e r e h
T researche rha sobserved namely Zip Zap ,
d n a f l o W . r
M Freeze game .The gamet ha tcatches researcher’s atteniton i sMr .
. e m a g f l o
W Mr .Wo fl i sa modi ifed game .Theo irgina lversion of t hi sgame si
d e ll a
c “Wha’tst he itmeMr .Wofl”game .Theobjecitveof t hegamedepends on
thet opicwhich thet eacher si goingt odiscuss. Themainobjecitveoft hegamei s
. n o it s e u q o N / s e Y a e k a m o
t The game i sappilcable fo ral lgrades and some
s c i p o t g n i h c a e
t a s well. I t is a lfexible and interacitve game; al l students
d n a e t a p i c it r a
p ge toppo truntiyt o communicateoneanotherusing Engilshdu irng
. e m a g e h
t Thet eachers’r olei nt hegamei st oguideandtoremind thestudents so
y e h t t a h
t dono tmaket hes amequesitondu irngt heacitvtiy.
h c r o f l a m r o n s i t
I lidren to be acitve and playful ,since playing i sthe
. d lr o w s ’ n e r d li h
c The chlidren canno tstand on bo irng ,tediou so rmonotonou s
u d g n o l a r o f y ti v it c a g n i n r a e
l raiton because t hey ge tbored very easliy. Suyanto
s e t a t s ) 6 0 0 2
( tha,ti n ordert oavoid t helearners’boredom;l earning acitvtiy m ust
y r a
v and need to be changed every 10 – 15 minutes .Young learners have low
g n i v l o v n i y h w s i t a h t l e v e l n o it n e tt a d n a n o it a rt n e c n o
c the students to j oin in a
e h t t n e v e r p o t s y a w e v it c e f f e e h t f o e n o s i e m a
g students from boredom .Through
, s e m a
g teacher s areablet o conve trt hestudents’energy ,attenitonand enthusiasm
n i n r a e l d o o g a o t n
e h
t students in clas swhich can help them ot learn more abou tEngilsh. Vernon
) 1 1 0 2
( suggeststha taslonga snoonei sf orcedt oparitcipate ,compeititoncanbe
s e g a r u o c n e t i d n a e v it i s o
p player’sdiscovery ,examinaitonandl earning.
.
B ResearchMethod
e h
T aim o fthi sstudy i sto seek et h answers to the research quesiton s
tr a p s u o i v e r p e h t n i d e t a t
s .Thi sstudyr equriess omeacitviitesinordert oge tmore
t u o b a n o it a m r o f n
i how good Mr .Wofl game si ot h elp the students to study
it c a t s ri f e h T . h s il g n
E vtiy wa sobservaiton; thewrtier co llectsinformaiton abou t
e h
t students ’characte,r l eve/lgrade ,age etc ,and t heimplantaiton of t hegame i n
s s a l c e h
t rooma swell .Themethodt hati susedi nt hi sstudy sw a descirpitvestudy .
s b o c a J , y r
A , and Razavieh ( 1990) statet ha tobtaininginformaiton concerning t he
h p f o s u t a t s t n e r r u
c enomenai st heobjecitveoft hedesc irp itvestudy .( 1p 3 )8 .The
n o n e m o n e h
p tha ti sinvesitgated in thi sstudy wa sthe response o fthe students
. e m a g f l o W . r M f o e s u e h t s d r a w o t
Thi sstudy wa stypically a qualtiaitve study. Fraenke land Wallen (1993 )
e t a t
s tha t“qualtiaitve study produce sdescirpitve data from the actua lword so r
” e l p o e p f o s n o it c
a .( p 386) .The data o fthi sstudy si taken from the resul to f
e h t s d r a w o t n o it a v r e s b
o students’responses to Mr .Wol fgamethati sdonei nt he
m o o r s s a l
c .
o t r e d r o n
I ifnd ou tthe students ’responseon t he use o fMr .Wol fgame t he
wrtie rconducted observaiton, i nterview and distirbuted quesitonnaries .The fris t
e h t f o p e t
s study sw a datacollecitng i nf orm sofobservaiton shee,tinterviewand
e ri a n n o it s e u
h c i h w o t s t n e m e t a t s r o s n o it s e u q e d u l c n i h c i h w , n o it c e ll o c a t a d r o f s m r o f d e t n ir p
d e t c e p x e s i t c e j b u s e h
t tor espond ,o tfenanonymously. tIi susedmosltyt o collec t
n o a t a
d phenomenawhichareno teasyt o beobserved .Ary ,Jacobs, na dRazavieh
0 9 9 1
( ) da d that ,quesitonnarie si considered a sa data gathe irng technique too l
l a c it c a r p d n a t n e i c if f e s i h c i h
w p( 174) .According t o Ary ,Jacobs, and Razavieh ,
f o s e p y t o w t e r a e r e h
t quesitonnarie,t hef risti ssrtuctured o rclosedf orm andthe
s i d n o c e
s unsrtucturedoropenf orm .Thewrtie rused t hef ristt ype( srtucturedand
e h t m o r f a t a d r e h t a g o t d e s u s a w h c i h w ) m r o f d e s o l
c students. The study took
, 1 3 . o N t e e rt S a k it r a S i w e D , t s ri F k a e p S t a e c a l
p Klaten.Thesubject soft hestudy
e r e
w students o fSpeak F ris tEngilsh Course a tLondon A class .Each clas s
f o s t s i s n o
c 51 students. eT h clas sbegana t03.00P.M .andende d04.00P.Mi nt he
h c a e d e v r e s b o r e ti r w e h T . n o o n r e tf
a student who joined in the class .When the
s s a l
c ifnished, t he wrtie rwa sgiven 10 minutest o distirbutet he quesitonnarie t o
o
d asurvey fo thestudents’r esponsewhent heywerestudyingt hroughgame . tA
o t y ti n u tr o p p o n e v i g s a w r e ti r w e h t , s s a l c e h t f o d n e e h
t d o interview wtih the
t e g o t t s ri F k a e p S n i r e h c a e
t morei nformaitonaboutt hestudents.
A tfer al lthe data and informaiton w ere collected ,the wrtier used the
e ri a n n o it s e u
q inordert ocompletet hedatao fhowt hestudentsrespondtot heuse
f
o Mr .Wol fgame .Ther esul toft hestudy sw a presentedint hestudy .Closedf orm
e h t m o r f d e n i a t b o e b l li w e ri a n n o it s e u
q studentsto collectt hedataneededi nt hi s
y d u t s .
w e i v r e t n i e h t m o r
F , the wrtie rwrote clea rinformaiton from the teache r
e h t t u o b
d e s u r e ti r w e h t s a
w quesitonnarie co llected from the students to complete the
e h t w o h n o t r o p e r e v it p ir c s e
d studentsrespond to t heuseo fMr .Wol fgame .The
e h t m o r f d e t c e ll o c a t a
d closedf ormquesitonnariewerecalculatedi npercentage to
t u o d n
if thestudents’r esponse. Thewrtie rdividedthenumbe roft hestudentswho
f o r e b m u n l a t o t e h t y b r e w s n a e m a s e h t e s o h
c students atfert ha tmulitpiled the
tl u s e
r by100% .
8
I I R E T P A H C
N O I S S U C S I D
s i h
T chapte rconsists of t wo patr snamely the review o frelated l tierature e
h T . y d u t s e h t f o g n i d n if e h t d n
a fris tpar ti sreview o frelated ltierature , ti s
e s s u c s i
d the theo ire swhich are used in the study and the relevance a swel lto e
s s u c s i d e u s s i e h t t r o p p u
s d in the study .The second par tis the ifnding o fthe y
d u t
s , sdi cussest heinterpretaitont owards et h ifnding t ha twli lbeusedt osuppor t n
o i s u l c n o c e h
t oft hes tudy.
.
A Reviewo fRelatedLtierature
t l a r e v e s s t n e s e r p r e ti r w e h
T heo ires in order t o conduct t he study. There e
b l li w t a h t s e ir o e h t e e r h t e r
a discussed are theory fo game ,theory fo young r
e n r a e
l s andtheoryo fresponse .Thesubject soft hi sstudyare et rh p imary school t
n e d u t
s so fSpeakF ris tEngilsh Course . eTh teachingt echniquethati susedint he e
s r u o
c si game, t hati swhy t he combinaiton of t hoset hreet heo ires i sneeded i n .
y d u t s s i h t
.
1 Games
e l b a u l a v e r a s e m a
G teaching acitvtiy fo rlanguage learning ,especially fo r s
r e n r a e l g n u o
y .Chlidren enjoy game sand paritcipate acitvely in the games . s e it i v it c a e r a y e h t d n a h s il g n E y d u t s o t s r e n r a e l g n u o y e h t e g a r u o c n e n a c s e m a G
r a g e r s a s r e n r a e l g n u o y o t r a il i m a f e r a t a h
.
a De ifniitono fGame
) 0 9 9 1 ( d l e if d a
H deifnes game sa “ s an acitvtiy wtih rules ,a goa land an n
u f f o t n e m e l
e ” a( sctiedbyDessir ,2002). tIi ssutiablewayt o gett hestudents t o g
n i o d y b n o s s e l e h t n r a e
l .ti Davie s(1965) explain sthat a language i slearn t h
g u o r h
t using tii n stiuaiton .Word sand sentence sont hestudents ’ownwli lilmi t n
e v e r
o slower t heri i mprovement i n l earning t he l anguage .Davie s(1965 )adds t
a h
t , the stiuaiton stha tb irng a foreign language to lfie in the classroom are d
n a n o it c a y b , s g n i h t g n i h c u o t r o g n il d n a h , s e r u t s e g y b d e d i v o r
p incidents ,by . s e m a g d n a s t s e t n o c y b d n a , s e ir o t s g n it s e r e t n i y b , n o it a z it a m a r d y b , s e r u t c i p
e h t y a w a e s a h c o t r e h c a e t e h t y b d e s u e b n a c s e it i v it c a e s o h
T monotony and o
b redom o fthe learners .I t b irngs r -eal lfie stiuaiton fo rthe learner sin the .
m o o r s s a l
c
, e g d ir e tt e B , t h g ir
W a nd Buckby (2006) suggest t , hat game is an acitvtiy g
a g n e d n a g n i n i a tr e t n e s i h c i h
w ing ,o tfenchallenging ,andanacitvtiyi nwhicht he d
n a y a l p s r e n r a e
l usually interac twtih other .s I tshow stha ta game i sno tjus t d
n a s s e l g n i n a e
m monotonou sacitvtiy tha ti sdone by learners in the classroom, e
c n i
s tii sf un, engaging ,and challenging acitvtiy t obei mplementedf o rlearners . e
k a m e m a g a f o t c e p s a e g n e ll a h c e h
T s thel earnersf ee lenthusiasitct oparitcipate e
m a g e h t n
i .Inordert oengaget hemt ot hel esson, agameist hes utiablechoice. r
a g u
S a nd Whticomb (2006 )suggest tha,t al lgame sareacitviite sbu tno t i
a m e h T . s e m a g e r a s e it i v it c a l l
a n dfiference sa regame shave srtucture ,outcome g
n ir o c s d n
c if i c e p s s i e r e h t s n a e m e m o c t u o d n
a resutl. tIi scleart ha twecanno tgenerailze lal e h t n e e w t e b n o it c a r e t n i s e ri u q e r o s l a y ti v it c a n a h g u o h tl a e m a g a s a y ti v it c a
.s r e y a l p
.
b Gamesi nLanguageTeaching
o t g n i d r o c c
A Wirght ,Betteirdge ,a ndBuckby( 2006) ,game shavesevera l ti
f e n e
b s especially fo rlanguage learning .The frist ,learning language i sno tan s
n
i tan tprocess; i tneed saneffor tand hard work in ordert o obtain ti .Gamesw ill n
r a e l e h t p l e
h erst o sustain t hei nteres taboutt hel esson .Thesecond ,game shelp e
h
t teache rto conduc ta contex tand help learners to expeirence the language r
e h t a
r than to study ti .The t hrid ,game sprovide t hekey feature “d irll” wtih t he e
c n a h
c to senset heworking ofl anguagea sar eall fiecommunicaiton.Thef o trh , i fi ti saccepted tha tgame scan provide intense and meaningfu lpracitce o f
s a d e d r a g e r e b t s u m y e h t n e h t , e g a u g n a
l cen rtaltoal anguaget eacher’sr epe tro rie .
e m it e h t g n i s s a p f o y a w a y l e r e m t o n d n a
, e g d ir e tt e B , t h g ir
W a nd Buckby (2006 ) divided the game s into fou r n
o it a c if i s s a l
c based on the oppo trun tiy given to the learner s to pracitce the g
a u g n a
l e .Thosef our t ype so fgame snamelypai rwork ,group work ,clas swork, .
k r o w l a u d i v i d n i d n
a Int hepai rwork,t hel earner sworki nagroupoft wo.I tgive s o
t s r e n r a e l e h t r o f y ti n u tr o p p o d o o
g pracitcethel anguagei ntensively .Thenexti s p
u o r
g work; i trequriesmore t han t wo players .Thi sgame requriesa good clas s i w s s a l c e h t e z i n a g r o y lr e p o r p t o n s e o d e m a g e h t f i e s u a c e b t n e m e g a n a
m l lbe
c it o a h
c . Thethrid i sclas swork; tir equriest heparitcipait ono fallstudents ni et h .s
s a l
s u a c e b e m a g e h t y a l p o t y a w e v it c e f f e s s e l s i tI . e m a
g et hegamewli lno tbefun fi .
y ll a u d i v i d n i ti o d s r e n r a e l e h
t o
t g n i d r o c c
A (Suga ra ndWhticomb, 2006 , .p )5 therearet enreason swhy e
l b a ti u s e r a s e m a
g acitvtiy to be given to the young learner sa sa teaching e
u q i n h c e
t . The fris treason i sgame sarefun . tI i ncreases t helearners’i nterest t o r
e v o e r o M . n r a e
l the game sprovide a joyfu latmosphere in a clas sduirng the .
y ti v it c a g n i n r a e
l Mr .Wol fgame ha sthi selemen to ffun so i tcan help t he the .s
e it i v it c a g n i n r a e l g n ir u d n o it n e tt a s t n e d u t s e h t w a r d h ti w o t e h c a e
t
e h
T second ,game sgive learner svaluable feedback .Learner scan ge tan .
e m a g e h t h g u o r h t e c n a m r o fr e p r i e h t n o k c a b d e e f e t a i d e m m
i Atfe rthe student s y
e h t , e m a g f l o W . r M y a l
p willr eailze t hei rmistake sort hei r irgh tanswer swhen s
o l r o n i w h t o b e c n e ir e p x e y e h
t e . e
h
T thrid ,game sgivet eachersfeedback . tIi soneoft hegames’ srtength ; d
n a s r e n r a e l h t o b s e v i g t
i teachers feedback by observing the learner’ s .
e m a g e h t g n ir u d e c n a m r o f r e
p The Engilsh teacher wli lknow wha taciton o r y
g e t a rt
s tha tshould begiventot hel earnerst oopitmizethel earningacitvtiy. e
h
T fou trh ,game sare expeirenita.l Game sprovide a grea tstiuaiton tha t s
tr e v n o
c apassivestudent i nto acitveand tit urn san acitvestuden’t senergy i nto l
u f e s
u element in learning proces .s The learner scan share hi so rhe ridea sby e
c n e ir e p x
e ti whent heyareplayingMr .Wol fgame. .s
r e n r a e l e t a v it o m s e m a g , h tf if e h
T Game smoitvatel earnerst oi nterpre to r . n o it it e p m o c n u f a n i n e v i g c i p o t e h t t u o b a g n i d n a t s r e d n u r i e h t e t a rt s n o m e d
r e v o e r o
h w s i t a h
T att hestudentsexpe irencewhent hey arel earning Engilsh t hroughMr . . n o it it e p m o c n u f a f o m r o f a n i c i p o t e h t n r a e l y e h t , e m a g f l o W r a s e m a G . k r o w m a e t e v o r p m i s e m a g , h t x i s e h
T enoti ndividua lacitvtiy, i t r o w o t w o h n r a e l s r e n r a e l e h T . y ti v it c a y a l p m a e t s
i k a sat eamwtih t hei rpatrne,r .r e h t e g o t m e l b o r p e h t e v l o s o t w o h n r a e l d n a , e c n e ir e p x e e m a s e h t e r a h
s Thi s
. e m a g e h t g n ir u d n e e s e b n a c r e t c a r a h c s e m a g , h t n e v e s e h
T decreas ethet hreatl eveli n t helearning envrionment . t r a p a t s u j s i s e k a t s i m g n i k a m e r e h w s r e n r a e l e h t r o f d l e if g n i n i a rt a e v i g s e m a G . g n i n i a rt e h t f
o The mos timpo tran tthing i slearner scan learn from his/he r e k a t s i
m s andmove .o n e
h
T eighth ,game srevea lr -ealwo lrd relevance. I thelp sthe teacher sto l a e r e d i v o r
p -wo lrd informaiton to the learner sin a form o fquesitons ,topics , .s y a l p e l o r d n a s o ir a n e c
s Through Mr .Wol fgame, t hestudents l earn how t o use l a e r e h t f o e n o s a n o it s e u q o n / s e
y -wo lrdi nformaiton . e t a r e l e c c a s e m a g , h t n i n e h
T the learning .Severa lelements in the game s o ir e p r e tr o h s o t n i s s e c o r p g n i n r a e l e h t e t a r e l e c c a o t s r e h c a e t e h t p l e
h d o f itme . r e v o c s e m a
G visual presentaiton ,verba linteraciton and physica laciton (visual , d n a y r o ti d u
a kinaestheitc) .Al lthose aspect shelp the learners to memo irze the .t n r a e l e v a h y e h t t a h t n o s s e l e h
T last ,game sgive choice fo rthe classroom .Game sare lfexible; the r e h c a e
t can vary i taccording t o ou rneeds .Wecan vary t hel eve loft hel earner s e c n e i d u a n a t i u s o t y a l p f o l e v e l e h t , e g d e l w o n k d n a l li k s f o l e v e l e h t ,t n e m e v l o v n i s s a l c f o l e v e l e h t , y ti v it c a f o l e v e l d n a e p y t e h t , e z i s y n a f
e v it c e p s r e
p i(nrtoducetopic,r eviewo fat opic ,o rboth )and t hemixo ftheoreitcal .
n o it a m r o f n i l a c it c a r p d n a
.
c Mr .Wol fGame
t s ri F k a e p S n i r e h c a e t y b d e s u s i h c i h w e m a g d e if i d o m a s i f l o W . r M
e h T . e u q i n h c e t g n i h c a e t a s a e s r u o c h s il g n
E o irginal version o fthi sgame i s .
r M , e m it e h t s ’t a h w
“ Wofl?” . tI i s an i nteresitng game which i s l ot so ffun fo r s tr a t s e m a g e h T . e r o m r o e e r h t f o s p u o r g n i d e y a l p e b n a c d n a , n e r d li h c r e g n u o y
.f l o W . r M s a d e t c e l e s g n i e b r e y a l p e n o h ti
w ” (“Wha’t sThe Time Mr .Wol,f” .
d .
n .) Theobjecitveof t hi sgamei st o t eachyoung learne rabou tsimplequesiton n
o it s e u q o n / s e
y (modiifedversion).
e h t f o n o i s r e v l a n i g ir o e h t f o e r u d e c o r p e h
T gamei ssimple .Frist ,choose e
n
o oft hestudent sto bet hewol fand askhim/hert o stand wtih t hei rback t urned m
o o r s s a l c e h t f o d n e e n o r a e n s t n e d u t s r e h t o e h t o
t .! Next ,askt heothe rstudent s o
t il neup againstt heopposing wall .Then, t hestudent swli lcal lou t"Whats't he ?
fl o W . r M e m
it ". Thewol fwill t urn to face t hestudent sand shout sou ta itme , c'
o 7 . g .
e lock .A tfe rthat ,the student stake seven step stoward the wo fl .The t n u o m a e h t s a f l o w e h t d r a w o t s p e t s f o t n u o m a e m a s e h t e k a t s y a w l a l li w s t n e d u t s
= k c o l c' o 9 , s p e t s 3 = k c o l c' o 3 . g . e , e m it s 'f l o w e h t n i s r u o h f
o 9 steps ,etc .The e h t s' t a h W " , t u o h s o t m e h t r o f n i a g a s t n e d u t s e h t o t k c a b r i e h t n r u t n e h t ll i w f l o w
( ". fl o W r M e m
it T hewol fonlyl ook satt hegroupwhenheors het ellst he itmet o e
s o l c t e g s t n e d u t s e h t n e h W . ) s t n e d u t s e h
t r to the wol fand the student syel l fl
o w e h t " ,f l o W r M e m it e h t s' t a h W
l a w e h t o t k c a b g n i n n u r e r a o h w s t n e d u t s e h t r e tf
a l .Ift hewol fcatchesort ouches ,
t n e d u t s
a heors hebecomes et h n extwol.f d o m ( fl o W . r M f o e r u d e c o r p e h
T iifed )moreorl esst hesame .Fristchoose s
t n e d u t s f
o tobet heMr .Wol fand ask him/hert o stand wtih t hei rbackt urned t o m
o o r s s a l c e h t f o d n e e n o r a e n s t n e d u t s r e h t o e h
t .A tfe rthat ,ask the studen tto s
t n e d u t s r e h t o e h t o t d e n r u t k c a b r i e h t h ti w d n a t
s nea roneend of t heclassroom . t
x e
N ,ask t he othe rstudentst o ilne up against t he opposing wall .Then ,anothe r t
n e d u t
s wli lrtyt oaskTheWol fandcal lou te .g.“Mr .Wol fdoyou ilkemango?” . s
t n e d u t s e h t e c a f o t n r u t ll i w f l o w e h
T (Thewol fonly l ook satt hegroup when a t
n e d u t
s ask sTheWol faquesiton)ands houtou tas hor tanswer ,e.g .“No, Idon t’” . r
a e h r e tf
A i ngtheanswe,rt hes tudent shavet omoveones tepf orwardt owardsMr . e h t d r a w o t s p e t s f o t n u o m a e m a s e h t e k a t s y a w l a l li w s t n e d u t s e h T . fl o
W wol f
e m it y r e v
e Mr .Wol fsay s“No” .Whent hestudent sge tcloser tot hewoflt henex t m
it e the student sshou te ".g. Do you ilke cake?", the wol fwli lsay ,"No ,i’t s r
e n n i
D itme!". Thewoflt henr un sa tfert hestudent swhoarer unning back t o t he .
ll a
w I fthe wol fcatche sa student ,he/she becomes et h n ext wol.f The student s d n u o r s u o i v e r p e h t n i e d a m e v a h y e h t t a h w s a n o it s e u q e m a s e h t e k a m t o n n a c
.) n o it s e u q r i e h t y r a v o t e v a h y e h
t( Thestudentswho becomethewoflt end t ot el l o
t r e d r o n i s t n e d u t s r e h t o o t e
il luret hemt oge tcloser tohim/herandthencatch ro h
c u o
t oneoft hemt obet henex twofl .
.
d LtieratureReviewonResponse
e h t n
I ust dy, t hewrtiert irest osearch students’r esponseto theuseo fMr . .
e m a g f l o
t s e u q e r a d n a d n a m m o c , n o it s e u q a n i n o it a t c e p x e t i c il p m i r e w s n
a from othe r . ) 3 1 4 : 7 8 9 1 , n i k n u D
( Based on t hedeifniiton, t hi sstudy i ntendst oi nvesitgatet he ’ s t n e d u t
s responset ot heuseo fMr .Wol ;fther esponsescanbei naf ormo fverbal d
n
a nn - o verbalac toft hel earners. d e t s e g g u s ) 3 1 9 1 ( n o s t a
W tha t everything from speech to emoitona l e s n o p s e r d n a s u l u m it s f o s n r e tt a p y l p m i s e r e w s e s n o p s e
r process (a sctied in ) 8 0 0 2 d o e L c
M .Basedont hedeifniitoni tcan beseen t ha tspeech ( verba laciton ) s u l u m it s a e r a n o it o m e r
o - response acitvtiy .He beileved tha tal lindividua l n i s e c n e r e f fi
d behaviour were due to dfiferen t expe irence s o f learning . He l s u o m a
f ys aid :
Give me a dozen heatlhy infants ,well-formed ,and my own speciifed d n a m o d n a r t a e n o y n a e k a t o t e e t n a r a u g l l' I d n a n i p u m e h t g n ir b o t d lr o w t c e l e s t h g i m I t s il a i c e p s f o e p y t y n a e m o c e b o t m i h n i a
rt - docto ,rl awyer , t n a h c r e m , t s it r
a -chief and ,yes ,even beggar-man and thief ,regardles so f s i h f o e c a r e h t d n a s n o it a c o v , s e it il i b a , s e i c n e d n e t , s t n a h c n e p , s t n e l a t s i h s r o t s e c n
a (p .104 .) v
o l v a
P (1972 )explainsthatt herearet wo t ype sofr esponses, thef ristone d n a e s n o p s e r l a n o it i d n o c n u s
i the second o ne i s condiitona l response . u l u m it s y b d e k o v e e s n o p s e r x e lf e r e h t s i e s n o p s e r l a n o it i d n o c n
U swtihou tany n a s i e s n o p s e r l a n o it i d n o C . d e ri u q e r g n i n r a e
l automaitc response estab ilshed by .s u l u m it s l a rt u e n y r a n i d r o n a o t g n i n i a
rt Pavlovgivest heexampleoft hesesitmuil s e r y r a v il a s g n i v l o v n i y
b ponsesi ndog .sPavlovusedabel la shi sneurtals itmulus . a g n a r o s l a e h , s g o d s i h o t d o o f e v a g e h r e v e n e h
W bell .A tfe ra numbe ro f s n o it it e p e
r oft hi sprocedure ,het iredt hebel lon ti sown .A sexpected,t hebel lon n o it a v il a s n i e s a e r c n i n a d e s u a c w o n n w o s
s d r o w r e h t o n
I the dogs had l earned an associaiton between t he bel land d
o o f e h
t . A new behaviour had been learnt a tthe same itme .Because thi s ,)
d e n o it i d n o c r o ( d e n r a e l s a w e s n o p s e
r i ti scalled a condiitoned response .The .s
u l u m it s d e n o it i d n o c a e m o c e b s a h s u l u m it s l a rt u e n
e b o t d a h i l u m it s o w t e h t , e d a m e b o t s n o it a i c o s s a r o f t a h t d n u o f v o l v a P
e s o l c d e t n e s e r
p l ytogetheri n itme .Hecalledt hist hel awoft empora lconitgu tiy.I f e
h
t itme between the condiitoned sitmulu s(bell )and uncondiitoned sitmulu s d
o o g o o t s i ) d o o f
( , t henl earningwli lno toccuroft he dog. ( a sctied i nHuffman , .)
6 6 1 . p , 7 9 9 1 n i
) 0 2 9 1 ( r e n y a R d n a n o s t a
W ,othe r behaviou irsts showed a classica l n
i g n i n o it i d n o
c humanbasedonPavlovexpe irment .T yh e usedLtilteAlber ta sthe t
c e j b u
s oft hes tudy .Hewa sa9months oldi nfan twhowast estedonhisr eaciton s il
u m it s s u o ir a v o
t . Int hestudy, eh wa sshownawhtier at ,ar abbti ,amonkeyand k
s a m s u o ir a
v s .Alber tdesc irbeda s“ont hewholes toildandunemoitonal”showed e b o t m i h e s u a c d n a m i h e lt r a t s d i d t a h w r e v e w o H . il u m it s e s e h t f o y n a f o r a e f o n
e h T . d a e h s i h d n i h e b r a b l e e t s a t s n i a g a k c u rt s s a w r e m m a h a f i s a w d i a r f
a sudden e
s u a c d l u o w e s i o n d u o
l Albetrt obursti ntot ear .s n
e h
W “Ltilte Albetr” wa sjus tove r11 month sold the whtie ra twa s .r a b l e e t s e h t t s n i a g a k c u rt s s a w r e m m a h e h t r e t a l s d n o c e s d n a d e t n e s e r
p Thi s n
o it i d n o
c wa sdone7 itme sove rthenex t7week sandeach itmeltilteAlber tburs t r
a e t o t n
y a w a l w a r c o t t p m e tt a d l u o w e h d n a ) r a b l e e t s e h t t s n i a g
a from t he whtierat .I t t
a h t s w o h
s repeated nco dtiionedsitmuil t(hewhtier a tandt henoisecausedbyt he )
r a b l e e t
s makeAlber tgetsuncondiitoned response. In othe rword ,s Watson and r
e n y a
R (1920) had proven t ha tclassica lcondiitoning theory tha twas developed .
n a m u h s d r a w o t s k r o w v o l v a P y b
e h t , y d u t s s i h t n
I condiitonal response can be seen atfer t he student sare d
e y a l
p Mr .Wol fgamemore t han once and given the samecondiitonalsitmulu s y
l s u o u n it n o
c in t heclassroom. Mr .Wol fgameh as been used forl ong peirod i n C
h s il g n E t s ri F k a e p
S ourse a nd i ti sone o fthe mos tfamou sgames tha tthe r
e h c a e
t si mplementint heclas .s Ther esponseoft hestudent swli lshowhow wel l g
n i h c a e t s i h
t techniquei n phel ingyoungl earnerstol earnEngilsh.
.
e LtieratureReviewonYoungLearner
s i h t f o t c e j b u s e h
T study arep irmary schoo lstudent swhol earnEngilsh a t t
s ri F k a e p
S Engilsh Course in Klaten ,they are catego irzed a syoung learner . s
e t a t s ) 7 0 0 2 ( o t n a y u
S that ,young learner shave severa lgenera lcharacteirsitcs ; y
ti c o r p i c e r d n a c ir t n e c o g e e v a h y e h t t s ri
f atttiude .Egocentirci sconnecitng wha t o
t e n o d r o t n r a e l e v a h y e h
t thei rsefland reciproctiy i sa rtansiiton proces sfrom r
e h t o h ti w n o it c a r e t n i o t c ir t n e c o g
e atttiude. d
n o c e
S , t heystli lhavedfi ifculites indfiferen itaitng between concreteand t
c a rt s b
a things .Theycanno tseparatebetween r ea lwo lrd andimaginaiton orf ac t .l
l e w n o it c if d n
a Thrid,t heyareacitveandi maginaitve .They ilket ol earnt hrough e
e r h t e s o h t h g u o r h T . s e ir o t s r o s g n o s , s e m a
g techniques young learner swli lbe t
c it s a i s u h t n e e r o
o t d e s u e b n a
c opitmize alearningprocesst hrough game .s oF u trh,t hey ge tbored y
li s a
e .Theyhavesho trl eve lo fconcenrtaiton ,approximately1 – 0 15 minute .s I n d
i o v a o t r e d r
o boredom, ht el earning acitvtiy mus tbevaired. Fi tfh, t hey arefun h
c i h w y ti v it c a g n i n r a e l A . y p p a h d n
a si provided wtih interesitng and colourfu l e
r u t c i
p s wli lmaket hemhappy .Sixth,l earner sa t8– 10year soldhaveawareness d
n
a readinessto l earn al anguage. Ninth, t hey ilket o do i ntirnsicconversaiton t o y
e h t t a h w t u o b a k l a t d n a t c a r e t n
i think o rwhatt hey have .Thelas tbu tnotl east , e
r a y e h
t acitve learners .They ilke to learn something o rlanguage by doing i t )
g n i o d y b g n i n r a e
l( .
Anothe rmethod which i ssutiable to young learners si Tota lPhysica l )
R P T ( e s n o p s e
R ; ti i sal anguaget eaching method which i sdeveloped by Jame s o t g n i d r o c c A . a i n r o fi l a C , y ti s r e v i n U e s o J n a S t a y g o l o h c y s p f o r o s s e f o r p a , r e h s A
a s i ) R P T ( e s n o p s e R l a c i s y h P l a t o T “ , r e h s
A language teaching method buli t e g a u g n a l h c a e t o t s t p m e tt a t i ; n o it c a d n a h c e e p s f o n o it a n i d r o o c e h t d n u o r a
s d r a h c i R n i d e ti c s a ( ” . y ti v it c a ) r o t o m ( l a c i s y h p h g u o r h
t a nd Rodgers ,2001 ,p . o
b s e n i b m o c t i e c n i s d o o g s i e m a g h g u o r h t g n i n r a e l t a h t s w o h s t I . ) 3
7 th speech ’ s t n e d u t s e h t e r u s a e m d n a t s u j d a o s l a n a c s r e h c a e t e h T . s t n e d u t s e h t f o n o it c a d n a
e s n o p s e r s ’t n e d u t s e h t t a g n i k o o l y b g n i d n a t s r e d n
u du irng teaching-learning y
ti v it c
a . In addiiton ,“thegenera lobjecitve so fTPR aret o t each ora lpro ifciency t
a t hebeginning l eve land t hep irmary aim i st o t each basicspeaking skill .s” s(a s
d r a h c i R , n i d e ti
c a ndRodgers ,2001 ,p .75.)
Ashe rdeveloped TPR relying on t hreel earning hypothesest ha tfaclitiate e
s o h T . g n i n r a e l e g a u g n a l n g i e r o
.s s e rt s f o n o it c u d e r d n a , n o it a z il a r e t a
l Thef ris thypothesisi sbio-program, i nt hi s s i g n i n r a e l e g a u g n a l n g i e r o f d n a t s ri f t a h t d e v e il e b r e h s A s i s e h t o p y
h a paralle l t a h t s e s s e c o r p l a it n e s s e e e r h t e r a e r e h T . s s e c o r
p Ashe rmenitoned :frist, chlidren y e h t e r o f e b e c n e t e p m o c g n i n e t s il p o l e v e
d develop ablitiy to speak . Second , e r a n e r d li h c e s u a c e b d e n r a e l s i n o i s n e h e r p m o c g n i n e t s il n i y ti li b a s ’ n e r d li h c f o m r o f n i e g a u g n a l n e k o p s o t y ll a c i s y h p d n o p s e r o t d e ri u q e
r parenta linsrtuciton . d e h s il b a t s e n e e b s a h n o i s n e h e r p m o c g n i n e t s il n e h w , d ri h
T byt hechlidren ,speech m e t s y s s u o v r e n d n a n i a r b , r e h s A o t g n i d r o c c A . y l s s e lt r o f f e d n a y ll a r u t a n s p o l e v e d e c n e u q e s e h T . e d o m d n a e c n e u q e s r a l u c it r a p a n i h t o b d e m m a r g o r p y ll a c i g o l o i b s i s
i ilstening before speaking and the mode i sdealing wtih language wtih the . y d o b s ’l a u d i v i d n
i In othe rwords, chlidren have to ilsten to the language fris t ) k a e p s ( e g a u g n a l e h t e s u o t e l b a e r a y e h t e r o f e
b .
The second hypothesi si sbrain laterailzaiton. In this hypothesis ,Asher d n e t R P T t a h t d e t a t
s s to irght-brain learning. He argues tha tchlidren acqurie a
l nguage through moto r movemen t a irght-hemisphere acitvtiy. A irght -tf e l s e d e c e r p y ti v it c a e r e h p s i m e
h -hemisphereacitvtiy t o processt he l anguagef o r t h g i R . n o it c u d o r
p -hemisphereacitvtiy wli lencouragel etf-hemisphere t o produce t h g ir e h t n e h w e g a u g n a
l -hemisphere acitvtiy ha soccurred .Therefore ,the irght -p
s i m e
h here acitvtiy should expose in the proces so fthe ch lidren’ slanguage d n i e g a u g n a l n r a e l y lt n e u q e r f n e r d li h c e s u a c e b g n i n r a e
l riecltyr athert handrieclty . n o it c u rt s n i e h t ,s n a e m t
I /commandplayst hemainr oleoft hi slearningmethod. i s i s e h t o p y h d ri h t e h
a e r a y e h t , n o it i d n o c l u f s s e rt
s blet o maximizetherif ul lenergyt o l earn. (a sctied n
i , Richard sandRodgers ,2001:75) . s
p il li h
P (2003)sayst hatt hewaychlidren l earnaforeignl anguageandt he h
c a e t o t y a
w ti ,depend sont hei rdevelopmentstage.I tdoe sno tmakes enset oask f
o l o rt n o c d e t a c it s i h p o s a s d n a m e d t a h t k s a t a o d o t d li h c
a spaita lo irentaiton( fo r ll
i k s s i h t d e p o l e v e d t o n s a h e h s r o e h f i
