Theaching Reading Using Communicative Approach Through Videos and Games at the Age of 9 at MI Bahrul Ulum

Abstrak

This study investigates the effectiveness of teaching reading using the Communicative Approach supported by videos and educational games for 9-year-old students at MI Bahrul Ulum. The research is grounded in the idea that young learners acquire language more meaningfully when they are exposed to interactive, contextual, and engaging learning environments. In this study, the Communicative Approach is utilized to create authentic learning situations that allow students to practice reading not merely as a mechanical decoding skill but as a communicative act embedded in meaningful contexts. Videos function as multimodal learning tools that provide visual and auditory input, making reading materials easier to comprehend, while games stimulate students’ motivation, participation, and confidence during reading activities. The research employed a qualitative-descriptive method supported by classroom observations, student performance analysis, and teacher interviews. The results demonstrate that integrating videos and educational games significantly improves students’ reading comprehension, vocabulary acquisition, and enthusiasm for reading-related tasks. Students showed higher engagement levels, faster recall of new vocabulary, and increased confidence when reading aloud or participating in discussions. The teacher also experienced improved classroom management, as students were more focused and motivated due to interactive learning stimuli. Furthermore, the study highlights that the Communicative Approach aligns well with the cognitive and emotional characteristics of 9-year-old learners, who are naturally curious, playful, and responsive to visual and kinesthetic learning experiences. The findings suggest that combining communicative techniques with multimedia and game-based learning creates a holistic reading environment that supports cognitive, linguistic, and social development. This study proposes that future reading instruction, particularly in Islamic elementary schools, should incorporate more communicative and technology-supported strategies to maximize learning outcomes.