Games are inseparable in young learners' classes. One of the reasons they are employed in the classroom is due to young learners' short attention span (Brown: 2000, Harmer: 2002). Games are inserted in learning process to sustain young learners' interest and to make them focus on the topic learned. Cross (1992) accentuates that games reduce tension by adding fun and humor to lessons and they add an element of competitiveness that motivates learners to participate. Furthermore, Read (2007) states that games provide stimulation, variety, interest and motivation. It is evident that games are beneficial for young learners' learning. They allow students to actively involve both physically and cognitively which may reduce boredom in learning. However, there only few game applications, specifically, Personal Computer (PC) game available for teachers to use which can support young learners learning English. Some established English learning websites provide games for young learners but the number is still limited. Concurrently, a student from Informatics Engineering of Widyatama University worked on his course project on building PC games applications for children. The PC game applications were then used in young learners' class. Therefore, this paper will discuss 1) the PC-based-games made by student in terms of the attendance of young learners' characteristics of learning, 2) the implementation of using the above game applications, and 3) Young learners' responses to the game applications.
The mass use of internet technology in school environment requires the innovative ways in teaching process. The new process of teaching can be created based on the need and the facilities available. Nowadays teachers and students are facilitated by internet connection which can be accessed anywhere and anytime. They can access any information and install any application on the internet. The ease of internet access helps us find a way to support our teaching process more efficient and effective. One application that can improve students' speaking skill is oraiapp.com, this application facilitates teacher in teaching process, especially teaching speaking skill. Not only teacher but also students get benefit from this application. This research aims to describe the teaching process using oraiapp.com, and to identify the improvement of students' speaking skill after using this application. The data analysed are taken from non-native English learners majoring English Language at Widyatama University. The results are those students speaking skill have significant improvement, particularly in their pronunciation, fluency, vocabulary, and they become more confident in presentational speaking and interpersonal speaking.
This research aims at identifying types of implicature and analyzing types speech acts and the strategies employed by the speakers and hearers during the visit at the Museum Asian African Conference. The method used in this research is qualitative descriptive analysis, where the data is collected, then sorted and categorized and finally analyzed based on the theory. The results show that 1) two types of implicatures are found; conversational implicature (91%) and conventional implicature (9%), 2) Four types of illocutionary acts encountered in the conversation; assertive (90%), directive (6%) commissive (93%) and expressive (1%) and 3) Both strategies are used in delivering illocutionary acts; direct strategies (94%) is more dominant than the indirect one (6%).
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