of the game. ”
12
From the explanation given above, it can be seen that game is an interesting activity contains rules and a goal that can be used as an educational
tool to use the language which full of joy and as a way to interact with others in learning.
2. Benefits of Using Game
People think that game only uses as an ice breaking to warm up the students
’ condition before learning whereas game contains the benefits inside it to make the students learning by doing more meaningful. The benefits of using game
in language-learning according to Chen can be summed up in nine points are: a. Learner centered.
b. Promote communicative competence. c. Create a meaningful context for language use.
d. Increase learning motivation. e. Reduce learning anxiety.
f.
Integrate various linguistic skills. g. Encourage creative and spontaneous use of language.
h. Construct a cooperative learning environment. i.
Foster participatory attitudes of the students.
13
Then Lee Su Kim mentions six advantages of using game in language teaching are:
a. Game is a welcome break from the usual routine of the language class. b. They are motivating and challenging.
c. Learning a language requires a great deal of effort. Games help students to
make and sustain effort of learning. d. Games provide language practice in the various skills- speaking, writing,
listening and reading. e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.
14
Jill Hadfield adding that “games as an integral part of any language
syllabus provides an opportunity for intensive language practice, offers a context
12
Valeh Valipour and Nader Assad i Aidinlou, “The Effect of Language Games on
Learning English Listening-Speaking Skills of Iranian Pre- school Students”, Indian Journal of
Fundamental and Applied Life Sciences, 4:647, Iran, April-June 2014, pp. 647--650.
12
Chen, Using Games to Promote Communicative Skills in Language Learning, http:iteslj.orgTechniquesChen-Games.htm l
, Accessed on February 3
th
, 2016.
14
Lee Su Kim, “Creative Games For The Language Class”, English Teaching Forum, 33:35, Kuala Lumpur, January-March 1995, p. 35.
in which language is used meaningfully and as a means to an end, and acts as a diagnostic tool for the teacher, highlighting areas of difficulty.
”
15
The writer summed up four points from the statements above those benefits of using game are:
a. Game makes students become subject not object means that in learning the center of study is the students itself actively involves in learning as subject.
The students as object will make the students passive in learning. b. They help the students to more relaxed and to motivate in learning.
c. They give the students opportunity to practice their communicative competence and socialize with others by using the language.
d. Indirectly, game makes the students practice other language skills.
3. Principles of Using Game
Learning is much effective if learners actively involved in teaching and learning process. In teaching and learning process by using game, teacher must
selective in choosing the game that the benefit of it delivered properly. The good game has principle of using it thus the use of game as a tool of education also can
be reached. Tyson points out that educational games must have the following features,
they are: a. A game must be more than just fun.
b. A game should involve “friendly” competition.
c. A game should keep all of the students involved and interested. d. A game should encourage students to focus on the use of language rather than
on language itself. e. A game should give students a chance to learn, practice, or review specific
language material.
16
While Andrew Wright mentions “five essential criteria of language games
are easy to prepare, easy to organize, interesting, meaningful and authentic, and
15
Jill Hadfield, op. cit., p. 5.
16
Hajar Khonmohammad, Bahman Gorjian, and Zivar Eskandari, “Using Games to
Affect Learners’ Motivation in Learning English Grammar”, International Journal of Language Learning and Applied Linguistics World, 5:325, Iran, March 2014, pp. 324--341.
