Rabu, 26 September 2012

CONTOH ARTIKEL BAHASA INGGRIS TENTANG GAMES OF TEACHING

The games of teaching reading as motivation student learn reading to improve reading skill 
 
INTRODUCTION

The game is mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play usually interact with other. A testing question might be would the learners be happy to do this activity in their own language?’ would like all our games to pass this test. The teacher as an educator should try to guide his student seriously. He should give motivation in order that students want to study better, and one of the motivation for reading skills is an educative effort to prepare condition in order that students have willingness to do something. We know to give motivation for reading skill is not easy. In this case a teacher must be able to create the best condition and situation to deliver the materials to student. And as we know to learn foreign language is not easy, because we never use that language. English us the second language in a foreign language and not a mother tongue. So we can find out many difficulties to learn a foreign language and mistakes or difficult to learn language a foreign language can be from teacher and materials. Teachers are aware that students learn in different ways, but almost all students will respond well to praise. Students have different way of absorbing information and of demonstrating their knowledge. Teachers often use technique which caters to multiple learning styles to help students retain information and strength then understanding. A variety of strategies and methods are used to ensure that all students have aqual opportunities to learn, a lesson plan may be carried out in several ways: question, modeling, collaborating, and demonstrating.

TEORITCHAL BACKGROUND

Definition of reading
Reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning (Reining, steiner, 1985;73). Reading is the intaneous recognition of various written symbol, simultaneous association of these symbols, with existing knowledge and comprehension of the information and idea communicated when a reader interact with print and the visual (written) information results in his comprehending the massage. According to H. A. Cartlege (1995:24)… the one which likely to be most use full for students of foreign language in mastering and enlarging their knowledge is reading.
Technique in teaching reading
Learning reading is not an easy process. English teacher and student sometime get some problems related to how study it therefore the teacher should know the techniques and methods of teaching because it very important to get the target language in teaching English. Setting up suitable method or technique is very important for teachers, especially to stimulate the student’s motivation in learning to read English. In teaching reading the teacher should select and choose the suitable methods to achieve certain purposes. The teacher should give something different in order to leas student to have pleasurable activity in learning reading skill. Language learning is hard work. One muse make an effort to understand, to repeat accurately, to adapt and to use newly understood language in conversation and in written composition. Effort is required at very moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.
Games
Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part, and in order to do so must understand what others saying or have written, and they must speak or write in order to express their own point of view or give information. Games provide one way of helping the learners to experience language rather than merely study it. Many games cause as much use of particular language items as more conventional drill exercise; some games do not. What matters, however is the quality of practice. The contribution of drill exercise lies in he concentration on a language form and its frequent occurrence during a limited period of time. Many games similarly provide repeated occurrence and use of a particular language form. By making language convey information and opinion, games provide the key feaures of drill with the added opportunity to sense the working of language as living communication. Games involve the emotions and the meaning of the language is thus more vividly experienced.


FINDING DATA
Being aware of the essential character of type of game and the way which it languages the learner can be helpful in the adaptation of games or the creation of new games.
Types of game
DO: Mime
In this game the learners showing understanding of a text by miming it skimming and scanning a series of texts to find one corresponding action being mimed. Scanning a text for a particular language point (optional) writing text that focus on actions (with special attention to verbs and possibly combinations of verb tenses). We should preparation display on the board a list of sentences that express actions which could be mimed. Alternatively, give a photocopy of the list to each learner. The sentences could be written by the learners or you could write them yourself. When writing and choosing sentence, you may wish to favor ones that not only offer practice in skimming and scanning but also allow revision of a particular language point.
Procedure: 1. reveal or distribute the list of sentences to the learners.
2. Invite learners to take it I turns to mime any sentence on the list. Encourage the learners watching the mime to try to identify what is being mimed and then scan the list to find which sentence is referred to.


Connect: Match
The learners should skim for gist in order to match pair of card. Preparation: make a set of 10 pairs of card for each group of three to four players. Alternatively, ask the learners to make the card themselves. The letter is both tome saving for you and more involving for the learners. The pairs of card can relate to each in a range of ways, according to the language needs of the learners
Procedure:
1. Invite the learners to form group of three or four. Give each group a set of card, and help them become familiar with the pairs. A simple way to do this invites them to muddle all the cards face up and then see how quickly they can pair them together.
2. Ask the learners to shuffle the card and lay them face down so that the pictures and or writing on the card cannot be seen. It does not matter if the players see the card being pit down and if they try to remember where the pairs were placed.
3. The first players in all the pairs then pick up two of the cards. If they think their cards match, they make some appropriate comment to the others, before picking them up.
4. if the other agree that the card are a[airs, the player keeps them and takes another turn.
5. When two cards are picked up which do not match, they must be shown to the other players and replaced in exactly the same position from which they were taken. Then the next player has a turn.
6. This continues until all the cards have been paired off. The player with the most pairs is the winner.
Remember
Language: skimming a description of an image, scanning it for detail, then memorizing it in order t draw the most accurate replica possible.
Procedure:
1. Invite the learners to leave their desk and read the description posted on the wall, skimming at first, for the general idea, ten scanning for detail and memorizing the essential points of the description.
2. Ask the learners to return to their desks and draw a picture of what has been described. Let them return to re-read the description as often as they need.
3. Display all the pictures and discuss which relate well to the text and which less well.
4. Finally, show the original picture or map upon which the description was based. Ask the learners whose picture or map is the most accurate replica.


ANALYSIS

Many advantages from the game of teaching reading. And from data the game which more effective is a mime because in this game student can focus with the subject and their must to be good time work. And student will more have job in the class.
This game can also be played in pairs. There is a musical chairs version of this game, where learners walk around a line of chairs (one chairs for each person) listening to music. One chair is removed then the music stops and all the learners try to sit down. The learner who cannot sit down not only loses his seat, but must also mime one of the sentences before being out of the game.
but teacher must be able motivator in process learning. And focus in your subject. Not only play in the class but the student must get a skill what have we taught In this game the learners showing understanding of a text by miming it skimming and scanning a series of texts to find one corresponding action being mimed. Scanning a text for a particular language point (optional) writing text that focus on actions (with special attention to verbs and possibly combinations of verb tenses). We should preparation display on the board a list of sentences that express actions which could be mimed. Alternatively, give a photocopy of the list to each learner. The sentences could be written by the learners or you could write them yourself. When writing and choosing sentence, you may wish to favor ones that not only offer practice in skimming and scanning but also allow revision of a particular language point.
Conclusion
From the data we can get method in teaching reading in the class. So the student will not feel bored in the class. Make enjoy in the class so student have a opportunity in the class. Game is one of method in teaching. And we also hope that more experienced teachers will find that the range of games and variations of games.


REFERANCES
Diane; Freeman Larse. 1986. Techniques and principle in language teaching England: oxford university Press
Eddie, C. kenndy. 1981. Methode in teaching Development at reading. USA: Edition FE. Peacock Publisher.
Fry. Edward B. 1972. Reading Instruction For Classroom and Clinic: United Stated Of America. Mc. Graw Hill.
Wright Andrew, David Betteridge, and Michael Buckby; 2009 . Reading for Academic Purpose, Games For Language Learning. Bogor. UIKA.
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