Games and Songs as a Teaching Tool (Vocabulary) for

Young Learners
Lecturer: Dr. Regina

Disusun Oleh :

Aurelio Primus Navire F1022161013

PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS TANJUNGPURA

PONTIANAK

2018
INTRODUCTION

Teaching a foreign language to children might often generate controversies since they are not
yet fully competent speakers of their first language. It seems, then, that first they should develop
their L1 competence before they can go to another language. There is, however, a different
point of view on that matter showing that just as children develop their L1 competence they
can also develop L2 competence at roughly the same time and under very similar
circumstances. It is natural, of course, that teaching a foreign language to children needs to
have a completely different form than a regular language instruction at secondary school, for
example. In this way, developing appropriate conditions for teaching is based on implementing
the elements of L2 into a number of songs, games and entertainment-oriented activities which
children participate in with enthusiasm.

Learning a foreign language is never easy. Grown-ups can decide on their own whether they
want to step on the long road of language learning or not. Children on the other hand haven ‘t
got a choice. At a very young age they get acquainted with a foreign language. Teaching
English for young learners (TEFL) has become one important educational concentration in
recent year. Teaching English for young learners is significantly different with teaching English
to secondary level. What children can do and accept is significantly different with what adult
can. “Students at this age possess three very important conditions before they even enter the
class room. They are naturally cooperative, curious and the least self-conscious of all levels. In
addition, they learn very quickly (Kids-world, 2000)”.

Therefore, there are some important things have to be aware before teaching young learner.
First, the teacher has to know what the young language learner is. The classification of the
young learners and each characteristic is really important to know. Second, factors that
influence learning English class. And the last is the important thinks that the teacher known in
teaching English to young learners and can applied in the class. All are combined to create an
active, innovative, creative, effective, and convenience teaching and learning process.

The purpose of this paper is to show that if songs and games are used properly, with well-
defined aims, they can be an amazing tool in the language teachers’ hands. Games are popular
with all ages and can motivate children in the process of learning eliminating the stress factor
from classrooms. Singing is seen by most young learners as an enjoyable activity. What is
really great about using songs as a teaching aid is that very often the students learn without
realizing it.
DESCRIPTION

Teaching children can be a real adventure to teachers. The age of students is a major factor in
our decision about how and what to teach. People of different ages have different needs,
competences and cognitive skills. Young children acquire much of a foreign language through
play, whereas adults have a greater use of abstract thought. (Harmer, 2005, p.37)

Young children learn differently from older children, adolescents and adults in the following
ways:

 They respond to meaning even if they do not understand individual words

 They frequently learn indirectly rather than directly – that is they take in information
from all sides, learning from everything around them rather than only focusing on the
precise topic they are being taught
 Their understanding comes not just from explanation, but also from what they see, hear
and have a chance to touch and interact with
 They generally show an enthusiasm for learning and curiosity about the world that
surrounds them
 They take great pleasure in finding and creating fun in what they do
 They have a ready imagination (Hallivell, 1992)
 Their need for individual attention and approval from the teacher is great
 They like to talk about themselves and enjoy learning that uses themselves and their
own lives as main topic in the classroom
 Their attention is limited; if the activities are not extremely engaging, they can easily
get bored and lose interest after 10 minutes or so.
 Young children have fewer inhibitions about learning a foreign language and they have
a positive attitude towards foreign language study

Teaching Vocabulary for Young Learners

With young student’s vocabulary learning is relatively easy as the words they need are concrete
– things they can see, touch, taste, play with etc.; so, it easy for the meaning of the words to be
made apparent without resorting to translation or complicated explanations. How better to teach
the word ‘apple’ than to show the children an apple or a picture of an apple or teaching some
basic emotion words, like happy, angry, sad, etc., by making faces? They really like it and tend
to keep in mind easier the words this way, rather than hearing the translation in their mother
tongue. This is natural of course, because the learning process is helped if we involve different
skills.

The sooner students are able to communicate ideas in English; the more motivated they will
be, so giving them a bank of vocabulary to draw on is necessary – starting with nouns and
adjectives. Although children seem to learn new words very quickly, they will also forget
quickly, so it is very important to give them lots of practice of vocabulary to help them
remember. Since mere practicing can be extremely boring and tiring to young learners, teachers
should be creative, they should wrap practicing in games, role plays and in singing songs,
activities that seem to be just fun and play but in fact involve real learning.

The Role of Songs in Language Learning

Friedrich Wilhelm Nietzsche said that ‘Without music life would be a mistake’. Based on this
statement and our situation on the class when we teach young learners, we can conclude that
without music English class may not be a mistake, but it would be less entertaining, fun and
memorable. Songs have long been recognized as fun and child-friendly tools in both first and
second language acquirement. According to Murphy (1992), one of the important
characteristics of music and songs for language learning is the fact that it seems to be easier to
sing language than to speak it (Murphy, 1992, p.7). He also claims that nowadays, it is almost
impossible to escape music and songs. ‘The song stuck in our head’ phenomenon, as Murphy
(1990) calls the echoing in our minds of the last song we heard after leaving our car, a
restaurant, etc., and which can be both enjoyable and sometimes upsetting, suggests that songs
work on our short-term and long-term memory. One of the great advantages of using songs as
a teaching aid is that very often the students learn without realizing it! Singing is usually seen
by them as an enjoyable extra activity and perhaps a break from ‘real’ work. This attitude can
teach us two important things. First, it would be a pity not to exploit this wonderful opportunity
to teach vocabulary in a way we know will be effective and fun at the same time. Secondly,
and perhaps more importantly, if the effectiveness of the songs from the learning point of view
is proportional to the children’s enjoyment in singing them, we must always be careful not kill
the enjoyment by overusing the songs. Ideally the children will go home with the songs in their
head and sing them to their parents.

Here are some reasons why Song is good for teaching young learners:
  Songs help learn vocabulary, grammar and syntax.
 They can use meaningful language in context
 Songs can be catchy and re-usable
 Songs improve listening skills
 They improve speaking fluency with the natural rhythms of language
 Integrating music and actions makes the lesson appeal to wider learning styles
 Songs are fun and motivate pupils
 Songs can be confidence building
 Songs are memory aids
 Songs help with classroom management
Songs are great for many reasons. The melodies help the words stick into children’s heads. The
rhythm of the songs helps the children speak in a natural flow. Simply put, they are great
practice.

The Role of Games in Language Learning

Games help and encourage many learners to sustain their interest and work. Learning a foreign
language differs from learning one’s mother tongue. We acquire our native language
knowledge as we grow up, and for a healthy human being it doesn’t seem hard work. We learn
from context, from the family and people around us. We use our mother tongue on a daily
basis. Second language learning most of the times is limited to one or two lessons a week.
There are only a few students who are willing to work extra time in order to improve their
English, or have the opportunity to hear the language in context (to meet and talk to native
speakers, to listen to English songs or watch unsynchronized cartoons or movies). Games
provide one way of helping the learners to experience language rather than merely study it.
(Wright, Betteridge and Buckby, 2006, p.2)

Baudains&Baudains give this definition of games: Games are activities students do for their
own sake, for the immediate fun, curiosity or competitive ambition aroused by the game
(Baudains&Baudains, 1990, p.3). Games essentially require certain set of rules adhered by all
players to keep boundaries of fair play and to achieve the intended goal. Lewis &Bedson
express that the rules of the game set clear limits within which the children's natural decision-
making processes must function. (Lewis &Bedson, 1999, p.6).
Stevick (1982, p. 128-129) distinguishes four features of games. First one is that players have
something in common like ability to play the game or a thing that is necessary for playing the
game (cards, a dice, a board). The second feature is the rule of the game. The feature here is
that any restrictions on the players' actions still leave them free enough so that their actions are
not entirely predictable. (Stevick, 1982, p.129). That means that players are able to react
according to the situation and choose the best solution to be successful in the game. The last
feature that Stevick mentions is the goal of the game. The goal should be mentioned by the
teacher in order that students know what the objectives of the game are.

Games take a share in a broad language development of learners. McCallum says that there are
many valid reasons for using games in the language classroom, not least among them the sheer
enjoyment of a moment of relaxation after some arduous drilling. (McCallum, 1980, p.9). Some
of the reasons for using games are declared by Lewis &Bedson as they declare that: apart from
their motivational value as an enjoyable form of activity, they provide a context in which the
language is embedded. This context is 'authentic' in the sense that game creates its own world:
for the duration of the game, it replaces external reality. (1999, p.3)

The most valuable fact is that throughout games, learners have to communicate somehow. It is
very generally accepted that while playing, learners are more communicative and less
frightened from using a foreign language. They use the language and enjoy it by virtue of the
feeling that they can communicate without a strict control and monitoring of the level of their
grammar. Using games is one of the most important ways to teach efficiently in a language
class. Games mean the world to children. Nothing is more fun than playing games for them
because they feel happy and free while playing. It does not matter indoor or outdoor; we cannot
deny the importance of games. If students learn with games, have fun, feel happy and free, it
means that you have reached your goals. Games strengthen language skills, besides; learners
develop social skills and good relationships while they interact with each other. Do not only
get learners to play indoors games but also play outdoor games.

Young learners are energetic and active, they enjoy exciting games. One important point in
teaching English with games is rewarding. We should not neglect this point. Everyone who
succeeds a hard task would like some praise or a gift. We always praise our students. But giving
small presents motivates them. They do not have to be expensive ones. According to our
learners’ ages we can give them different presents. For young learners a sticker, a pencil or a
simple pen will do it. They can be happy with small things. Have a beautiful, colorful bag with
some sweets, candies and small chocolates in it to give to the winners.

There are teachers who complain that they do not have enough time to prepare the games.
Surely, some games need preparation and time. But, on the other hand there are some easy
games that do not need any preparation.

Using games is an efficient way to teach English in the classroom. This way you get the best
results in the classroom. It arises students’ motivation. Games prepare young learners for life
and they acquire positive social attitudes. Games teach sharing, helping each other and working
as a team. A child learns by doing, living, trying and imitating. So, this kind of learning is
lasting. During games some feelings such as the pleasure of winning and the ambition of losing
may arise. This gives to the teacher an idea about student’s character. So, games are must-have
activities for hardworking teachers.
CONCLUSIONS

Songs and games have an important role in teaching English as a foreign language in primary
school. Games can be used in every stage of the lesson. They don’t serve only as a fun factor
in the classroom, they have didactic purposes. They are means of acquiring new vocabulary,
and an inexhaustible source of improving vocabulary. Songs mix important didactic claims
with fun, motivation, relaxation and activity. The children become familiar with the foreign
culture and they have the chance to know the British children’s favorite songs, rhymes and
childhood games.

However, it is still important to explore various possibilities and see personally how children
react to a particular game, what they might like about it and what particular challenges might
emerge on the way. Each group of learners is different which might also be noticeable on the
effectiveness of games or the level to which learners actually liked a particular lesson.

The best results are achieved when we, the teachers, also enjoy singing and playing with our
students in class because that gives us the opportunity to influence the children’s development
in a positive way, we have the chance to know them better, to meet and fulfil their needs.
References

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HALLIWELL, Susan. Teaching English in the Primary Classrooms. UK: Longman Group
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HARMER, Jeremy. The Practice of English Language Teaching. UK: Longman, 2005.

LEWIS, Gordon. & BEDSON, Günter. Games for children. Oxford: Oxford University Press,
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MCCALLUM, G.101 Word Games. Oxford: OUP, 1980

MURPHEY, Tim. Song and Music in Language Learning. Peter Lang, 1990

MURPHEY, Tim. Music & Song. Oxford: Oxford University Press, 1992.

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