From the explanations above, the writer can conclude that the present perfect tense is used:
1 To refer to an action or event that began some time in the past and still
continuing 2
To refer to an action that took place at some time in the past but has an effect on the present situation
3 To express the activities which were repeated several times in the past.
But the exact time is unspecified.
D. Games for language Teaching
1. Definition of Game
Everyone likes to play a game, boy and girl, no matter child or adult. Game is a fun activity to plays that acceptable for children and adult people. As
stated by Andrew Wright, “………. it is generally accepted that young learners and adu
lts are very willing to play game.”
23
There are many definitions about game, one of them is stated by Sandra Savignon in her book Initiatives in Language Teaching, she said that game
defined as activities carried out by cooperating or competing decision makers, seeking to achieve within a set of rules, their own objectives.
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Based on Savignon definition about the word “game”, the writer concludes
that game is a competitive or cooperative play with a set of rules. The objective of these rules is to avoid the player from the deceit and also to provide the player in
order can achieve the goal of the game.
23
Andrew Wright, David Butteridge Michael Buckby, Games for Language Learning, Cambridge: Cambridge University Press, 1979 p.2
24
Sandra J. Savignon Margie S. Berns, Initiatives in Communicative Language Teaching II, Addison Wesley Publishing Company, 1978 p.209
2.
Games for language teaching
According to Andrew Wright, a game for language teaching means a game as an activity which is entertaining and engaging, often challenging, and an
activity in which the learners play and usually interact with others.
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This means that games for language teaching and learning should be the activities that provide
students to interact and communicate with others during the activities. It is also should give the challenge to them but not bored them.
There might be many games that can be used in teaching and learning the language, but there are some limitations which are the teacher should do. In
selecting the games, the teacher should minimize the competition and maximize the challenge to avoid making learners anxious. In line with this problem, Andrew
Wright has pointed it out: In selecting and describing our games we have tried to minimize
competition, with winners and losers, and to maximize challenge, where everyone feels inspired to „have a go‟ and do their best. Competition may
be stimulating for some, but it can also be destructive, making players anxious, with losers categorizing themselves as „no good‟ and the winners
categorizing themselves as „very good‟. Neither of these things may be true, and neither helps learning.
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3.
Types of games for language teaching
The types of games for language teaching and learning may various. But it is not easy to classify them into categories. As described by
Shelagh Rixon in his paper entitled Using Games in Language Teaching in the book How to use Games in language Teaching:
Classifying games into categories can be difficult, because categories often overlap. Hadfield 1999 explains two ways of
25
Andrew Wright, David Butteridge Michael Buckby, Games for Language Learning, Cambridge: Cambridge University Press, 1979 p. 1
26
Andrew Wright, David Butteridge Michael Buckby, Games for Language Learning, Cambridge: Cambridge University Press, 1979 p. 1-2
