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Games are enjoyable activities for children that provide opportunities to practice the foreign language. Using games in language learning gives
some advantages. Brewster, Ellis and Girard 2002: 173 explain the advantages of using games in language learning are:
1. They ‘lighten’ more formal teaching.
2. They provide hidden practice of specific language patterns,
vocabulary and pronunciation 3.
They can hold to improve attention span, concentration, memory, listening skills and reading skills
4. Pupils are encouraged to participate; shy learners can be motivated to
speak 5.
They increase pupil’s communication, which provide fluency practice and reduce domination of the class by the teacher
6. Using games can help to create a fun atmosphere and reduce the
distance between teacher and pupils Those are some advantages of using games to help teacher create more
enjoyable English teaching and learning.
c. Stories
Stories are particularly important in the lives of our children: stories help children to understand their world and to share it with others. Moreover,
children have a constant need for stories and they will always be willing to listen or to read, if the right moment is chosen Wright, 2004: 3-4.
Giving stories to children is a good way for children to know and understand a foreign language since stories can provide an ideal
introduction to the foreign language as it is presented in a context that is familiar to the child Brewster, Ellis and Girard, 2002: 186. Moreover,
they also explain that stories are motivating, challenging and fun. Stories
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can help children to develop positive attitude; linking fantasy and imagination with the child’s real world and enabling children to make
sense of their everyday life. Listening to the stories also helps children become aware of the rhythm, intonation and pronunciation of language.
2. Non-formal Education
Educational system that organizes outside of the formal system is called non-formal education. Carron and Carr-Hill 1991:5-6 explain that
non-formal education involves all educational activities organized outside the formal system and designed to serve identifiable and educational
objectives. First, non-formal education is organized. It is planned, designed, structured and managed. It does not happen casually. Second, non-formal
education provides identifiable clientele. It offers opportunities for learning to the identified target audiences. Third, non-formal education also defines
educational objectives. Non-formal education has its characteristics that are different from
formal education. Rogers 1996:33 explain that the characteristics of non- formal educational can be seen from the some aspects such as the time scale,
relevance, program, curriculum, method, and objective. First, the time scale. That is, non-formal education provides part time. It is different from the
formal education that provides full time to learn. Further, non-formal education is secondary activity of participants, not primary activity as in
formal education. Second, the relevance of non-formal education is, it is
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integrated with life, it is held by community, not the institution, and it can be done in all kinds of settings, not only in a special building. Third, the
program is run by any participatory, while professional is not a must although professional is better. Fourth, the curriculum which is used is open
curriculum and problem-centered controlled by learners, it is no subject- centered controlled by teacher. Fifth, the method is learner-center and it is
mainly done orally. The last, the objective of non-formal education is not set by teacher, but it is set by learners.
On the other hand, non-formal education has some similarities with formal education, such as the functions, purposes, and the importance. The
similar purpose of formal education with non-formal education is, it is a deliberately organized educational activity, outside the established frame-
work of normal school and university systems, principally for out of school youth and adults, for the purpose of communicating ideas, developing skills,
changing attitudes or modifying behavior related to the realization of development goals and the achievement of higher standards of living and the
welfare of the people Government of Pakistan, 1985. In Indonesia, the non-formal educational standard is managed by the
educational ministry. Standardization in education is defined as the minimum criteria for the provision of education. Standardization Law sets a
minimum standard of education provision in 8 categories, content standards, processes, competence of graduates, educators and education personnel,
