Theme: the role of games in teaching speaking for a2 level learners c0ntent introduction

THEME:THE ROLE OF GAMES IN TEACHING SPEAKING FOR A2 LEVEL LEARNERS

C0NTENT

INTRODUCTION

CHAPTER I. TEACHING SPEAKING SKILL THROUGH LANGUAGE GAMES IN A2 GRADE OF A PUBLIC SCHOOL

1.1.Types of language games
1.2. Good vocabulary development in student’s language learning during the game

CHAPTER II. Challenging aspects during professional growth who in the A2 level learners

2.1. The teachers’ role is too important
2.2 Students’ improved the construction of simple sentences

CONCLUTION

THE LIST OFUSED LITERATURE

INTRODUCSION

Decision of the President of the Republic of Uzbekistan
It should be noted that within the framework of the implementation of the Law of the Republic of Uzbekistan "On Education" and the National Program of Personnel Training, a comprehensive system of teaching foreign languages, that is, a harmoniously developed, a system was created aimed at forming a smart, modern-thinking young generation and further integration of the republic into the world community.During the years of independence, more than 51,700 foreign language teachers were trained, multimedia textbooks on English, German and French for grades 5-9 of general education schools, electronic resources for learning English in primary grades was prepared, more than 5 thousand language classrooms were equipped in general education schools, vocational colleges and academic lyceums.At the same time, the analysis of the current system of organizing foreign language learning shows that educational standards, curricula and textbooks are fully in line with the requirements of the times, in particular, the use of advanced information and media technologies. is not responding. Education is conducted mainly in traditional ways. Novadays,We know that the role of games is too important to A2 level learners. Speaking is one of the basic language skills that have to be mastered by English foreign learners due to its significant and its use for communication. It is very important to be able to speak English regarding that it is the most commonly accepted language in the world so that it will be very beneficial for those who comprehend it not only to improve their knowledge and skills but also easier for them to get a job. ¹More than that, they will not find it difficult to communicate and interact with people around the world when they travel . However, in several Asian countries in which English is taught as a foreign language such as South Korea, Japan, Thailand and some other countryside in the Middle East, learners’ behavior in classroom situation seems not working that it is hoped as it stated in The East Asian Learner Journal that learners in Asia are often afraid of making mistakes and being ridiculed in front of their classmates. Besides that, they may also respond in short phrases because they may not feel confident or because they are too shy to speak it out. In addition, young learners of English may also giggle when they are embarrassed or when they are unable to understand the lesson. The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use.Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have. Then, they are also bored in learning English because the teaching-learning activities provided in a conventional way, for instance; the teacher asked the students to perform the text they have memorized. Furthermore, they also cannot speak based on their willingness because what they want to speak is structured by the teacher, in other words they just repeat the word that has been produced. Afterward, those problems make students get lazy or less ability to speak. Those cases are quite problematic considering that even though speaking is not included in final test, in daily teaching and elt.ccsenet.org English Language Teaching learning activities it is involved in the scoring and become teachers’ concern and consideration in determining whether or not the students pass the subject. Therefore, the researcher considers that it is very necessary to find out an alternative way to create suitable and interesting technique related to the students’ condition. Therefore, teachers have to try to motivate students to speak by using games combined with communicative approach so that hopefully it can create a good circumstance, encourage students to take part actively and improve the quality of students’ communicative competence. Based on the descriptions, a research is carried out to analyze and to prove whether communicative games can improve students speaking skills. In this case, the seventh grade students are chosen as the subject of the study because they are considered as the lower level in speaking skill than the other classes based on the interview toward the English teachers. Here, the researcher tries to propose a strategy in teaching English especially teaching speaking namely “Communicative Game”. Based on the introduction and the objectives, it is assumed that Communicative games can improve students’ English Speaking skills. Communicative game is a set of well fun-design activities can stimulate students’ interaction in the classroom. These games require them to take part actively in classroom by speaking and writing in order to express their own point of view or give information. More than that, students’ confidence will be automatically formed due to its concept in building habits of interaction. ¹²Game means “an activity with rules, a goal and an element of fun In addition, game is “an activity in which the learners play and usually interact with others. They added that in order to express their own point of view or give information, the learners must speak or write as in getting the meaning from others, they have to understand what people are saying or have written.Communicative Games can be an alternative way to overcome students’ difficulties in learning how to speak English. In fact, they can improve their speaking skills. However, talking about communicative games cannot be separated from those two terms;” communicative” and “game”.

THE AIM OF THE PAPER.

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students.
THE ACTUALITY OF THE THEME
Nowadays,many children are playing games which in English language,so people and children in other countries know English language in A2 digree.The government is trying to develop a lot of games to young generation.The aim of the plan is the that to organize habit in English language for children.
THE TASKS OF THE WORK
Recent researches showed that computer game authoring is able to help students to acquire mathematics and science knowledge in the classroom. The researchers believe that this method is able to apply for the other subject matters. The subject matter that the researchers focused in this paper is history learning.
THE THEORETICAL VALUE 0F THE WORK
One of the most important characteristic of a game is represented by its theoretical value. However, to find out the theoretical value of a game is time expensive and it is almost impossible to establish it in complex games. Therefore, we propose three different methods to predict the outcome of the game under ideal play. Such methods use information concerning diminishing return, winning rate changing, and score difference obtained by self-play experiments. We apply these methods to some games and we discuss the validity of every single method.
THE PRACTICAL VALUE OF THE WORK
Another countering sentiment is the objective is not to solve the game as efficiently as possible, but to have it “learn” how to solve the game without explicit guidance and heuristics. I understand the objective here, but I think it is marginalized by the fact it is only being trained how to do one task and doing it in a brute-force way more on that later.
THE STRUCTURE OF THE WORK
Basic game structure is a topic that many people have trouble with, yet it somehow gets overlooked. In this lesson, I will show you exactly how to set up and structure code for commercial games. The main point of this is to show how to graduate from writing simple single-file demos, and to start thinking in terms of classes. Your game code should be written in such a way that it doesn't matter how many objects there are of each class, when they get created, or when they get destroyed. Each class Update function is written from the point of view of that single object, looking out at the world around it. This simple concept can be used to make just about any type of game, from first-person shooters to MMOs.