CONTEXTUAL LEARNING AND THE USE OF GAMES TO TEACHING GRAMMAR

AS AN INNOVATION IN LANGUAGE EDUCATION

INGGY YULIANI PRIBADY

I. INTRODUCTION

The word innovation, according to the Oxford Dictionary, means the introduction of
novelties, the alteration of what is established, a novel practice and a change in established
methods. Generally, in the field of education to innovate is to create something new which
markedly deviates from traditional practices which have been followed since a long time to impart
education at different levels. (Chauhan 1979: v)
Innovation is necessary in education because we are now in the middle of a big change
of a new era. The changes involve all of the life aspects towards a new era which called
globalization era. Indonesia as a big nation should has a positive role in the globalization. We have
to prepare ourselves to face it to be able to compete with the other countries and not left behind.
The big question: What is our role in the globalization era?

Indonesia as a big nation should has a positive role in the globalization. We have to
prepare ourselves to face it. Preparing the human resources through the education process is one
of our plans. Therefore we have to find out, what is the teaching method which can increase the
human resource quality to face the globalization era. I believe Contextual learning (CTL) is one of
the best answers. Contextual learning can create an innovative, observer, critical, creative, and
independent students through its seven pillars constructivism, questioning, inquiry, reflection,
learning community, modeling and authentic assessment.

II. CONTEXTUAL LEARNING

Constructionist learning is inspired by constructivist theories of learning that

propose that learning is an active process wherein learners are actively constructing mental models
and theories of the world around them. Constructionism holds that learning can happen most
effectively when people are actively making things in the real world. Constructionism is connected
with experiential learning and builds on some of the ideas of Jean Piaget.

According to Hull's (1993) definition of contextual learning, learning occurs only when
learners connect information to their own frame of reference:

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 "According to contextual learning theory, learning occurs only when students
(learners) process new information or knowledge in such a way that it makes sense to them in their
frame of reference (their own inner world of memory, experience, and response). This approach to
learning and teaching assumes that the mind naturally seeks meaning in context--that is, in the
environment where the person is located--and that it does so through searching for relationships
that make sense and appear useful." (p. 41)

(http://en.wikipedia.org/wiki/constructionist, accessed 11th November 2008)

It can be said that contextual learning is a learning concept that help teacher to
connect the teaching material to the student’s real world and encourage the students to make a
relation between the knowledge that they have already had with the application in their life as a
member of society.

In a CTL class the teacher’s role is to guide, discuss, create an environment, question,
listen and clarify. A student’s role is to explore, investigate, validate, discuss, represent and conduct.
And both teachers and students have to learn together.

III. PLAY AND CTL

CTL and its seven pillars constructivism, questioning, inquiry, reflection, learning
community, modeling and authentic assessment can create an innovative, observer, critical, creative,
and independent students. Play is one of the strategies that can be done to employ the seventh
pillars of CTL.

Play is essential to early learning. Play is the main way children learn and develop
ideas about the world. It helps them build the skills necessary for critical thinking and leadership.
It’s how they learn to solve problems and to feel good about their ability to learn. Children learn the
most from play when they have skilled teachers who are well-trained in understanding how play
contributes to learning. Most child development experts agree that play is an essential part of a
high-quality early learning program. Play is not a break from learning—it’s the way young children
learn.

Researchers are finding more and more connections between children’s play and the
learning and social development that helps them succeed in school. For example, pretend play
helps children learn to think abstractly and to look at things from someone else’s perspective.
Pretend play is also connected to early literacy, mathematical thinking, and problem-solving.

When children play:

 They test their developing ideas with objects, people, and situations—the key ability for
academic learning

 They develop many kinds of skills together—physical, social, emotional, thinking, and
language

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  They are doing things they are interested in, so they have a natural motivation to learn

 They develop concepts and skills together. For example, as a child learns to write the
letters in her name, she is also learning the concept that each letter represents a sound.
And she is very motivated by the meaning—her own name! Children are more likely to
remember skills and concepts they have learned by doing things that are meaningful to
them

 They learn from other children and develop social skills by playing together

(http://www.4children.org/play.htm , accessed 11th November 2008)

IV. PLAY AND GAMES TO TEACHING GRAMMAR

Teaching English grammar can be hard going - for the teacher and the students. It doesn't
have to be difficult or painful, however. We can teach English grammar using fun learning games
and before we know it our students will be more than willing. There has been a movement away
from the traditional methods of teaching English grammar through writing, rewriting and
worksheets to using a more active approach through games.
The theory of intrinsic motivation also gives some insight as to why teaching grammar
through games actually works. Intrinsic motivation refers to the internal factors that encourage us
to do something. Most young learners will not internally decide that they want to learn grammar.
They don't yet understand the concepts of why it's important to know proper grammar, so these
external factors won't affect them much either. Instead, intrinsic motivation can lead encourage
them to play games. If these games are good then they will be learning while they are playing.
 
V. HOW TO MAKE A SUCCESSFUL GAME

There are several suggestions from Dobson (1974:108) to insure the greatest success with
any of games we select:

1. Make thorough preparations for the game. Read the rules to yourself several times so that you
have a good understanding of how it is played. Gather materials for the games that require
special equipment. Plan how you will direct conversation during or following the game.
2. Before introducing a game to a class, ask the students if they think they would enjoy this kind of
activity. Occasionally an adult class expresses in no certain terms its lack of interest in the
prospect of playing a game. When this happens, it is best to abandon the idea – at least for the
time being.
3. Choose a game that allows as many students as possible to participate. If the class is large, a
number of students will sit as the audience during some games. But even there, members of the
audience may keep score and in other ways take part in the game. In small classes, you should
make sure that every student has an active role in every game.

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 4. Be sure that the game you select is within the range of your students’ ability. Although almost all
the language games are easy for students to play, remember that the students will be greatly
challenged by the fact that they are playing the game in a language rather than their own.
5. Do not play a game at the beginning of the conversation period. Save the game for use in the
middle or toward the end of the session, when the students would welcome a change of pace.
6. Give the direction to the game very clearly; making sure that everyone understands exactly how
to play. You may want to play a few “trial” games. First, just to make sure that everyone knows
his role.
7. Direct the game yourself. Always stand in front of the class, so that all students can see you
while you act as the leader or referee.
8. Be sure to follow the rules of the game exactly. If you do not “stick to the rules” but permit even
one student to break a rule, you will establish a precedent that may lead to hostility among the
students. It is always best, therefore, to anticipate problems of this kind and to play strictly
according to the rules.
9. Keep the game well under control. Even though you want your students to have a good time,
you can not allow class discipline to disintegrate. Establish a pleasant but firm tone, and the
students will be able to enjoy the game and learn in the process.
10. Observe how the individual players react to the game. Students who make an error in a game
may feel a bit sensitive, so you should soften any blows to pride. If you constantly encourage a
good spirit of fun, you will reduce the chances of unhappiness during the game.
11. In team games, try to have in each team an equal number of more proficient students and less
proficient students. This will balance the teams and prevent embarrassment on the part of the
weaker students. It is also makes the contest more exciting. Some methodologists recommend
that you set up permanent teams so that you do not have to name new teams each time. This
has its merits, but you may prefer to create new teams each time you play a game, thus lending
variety and interest to every fresh contest.
12. If a game does not seem to be going well, try a different game. Since some games appeal to one
group of students but not to another, you should be flexible in your use of games.
13. Always stop playing a game before the students are ready to quit. In other words, never play a
game so long that it begins to bore the participants. Similarly, do not play one game too often,
since this will cause it to lose its novelty.

VI. LESSON PLAN

A. ARE YOU THE ONE (SIMPLE PRESENT)

Materials : A worksheet

Dynamic : Whole class

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Model of teaching: Contextual learning

Time : 45 minutes

Procedure :

1. Distribute one copy of the worksheet to each student. Tell students to circulate, asking the
questions on the worksheet.
Example : On the Worksheet : is afraid of spider
Student A : Are you afraid of spiders?
Student B : Yes, I am
2. When the questioning student gets a yes answer, he / she fills in the answerer’s name. If the
answerer answers no, the questioning student continues until he / she finds someone who
answers yes.
3. When a student completes the worksheet, he / she sits down, but still answers other students’
questions. Not all students may be able to complete every entry. If they have asked all their
classmates a question and no one has said yes, they can also sit down.
4. Go over as many of the questions/answers as time allows.

NOTE : You can limit answer to only one yes answer per student. This avoids students pairing up
and talking to only one or two other students. Or you may allow students to write a classmate’s
name as many times as that student answers yes.

WORKSHEET : ARE YOU THE ONE?

FIND A CLASSMATE WHO…….

Has more brothers than sisters
Speaks more than two languages
Has a pet
Is not from a large city
Is older than you
Is wearing socks
Walks to school
Has a car
Likes to dance
Likes fast food
Has a name that begins with the same letter as yours
Drinks milk every morning
Likes sport
Has a birthday in April

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 Is afraid of spiders

VII. CONCLUSION

Teachers should provide an opportunity for fun in their grammar class. As a teacher we
have to say goodbye to a dry and dull grammar class. Fun is essential in our classroom. Interaction
and group participation engage students and make information more memorable and relevant.
Games can make our students remain motivated and keen to learn.

VIII. REFERENCES

Dobson, M.Julia.1983.Effective Teaching For English Conversation Group. English Teaching Division
Educational and Cultural Affairs United States Information agency. Washington, D.C.

Kisito, Futunge.2006.Interactive English Lesson Plan. Available at http://www.english-4kids.com

Woodward,W.Suzzane.1997.Fun With Grammar.Prentice Hall Regents.

______________2003. Contextual Teaching And Learning.Departemen Pendidikan Nasional.

______________2008. Constructionism(Learning Theory).Available at

http://en.wikipedia.org/wiki/constructionist

______________2008.Play: It’s The Way Young Children Learn. Available at

http://www.4children.org/play.htm