work individually. Pair work can be done by two students. It provides opportunities for more intensive practice. In some games which require four to six
players, group work is essential. It enables the students to work cooperatively with other students. Sometimes, some games can involve the whole class which is
called class work.
b. The Significance of Games in Language Te aching
According to Boocock and Schild 1968:18, the major function of games is to increase interest and motivation. They also state that games can generate
great interest and involvement. When playing games, the players learn from their very participation in the game Boocock Schild 1968:19. In accordance with
Boocock and Schild, Wright, Betteridge, Buckby 2006 state that implementing games in the teaching and learning process can increase interest
toward language learning. Games also create an environment that is conducive to learning. It is preferable because students can learn the learning material easily
and happily. It can arouse students’ motivation to learn and get involved in teaching and learning activity.
Besides, Wright, Betteridge, Buckby 2006 state that games provide a context for meaningful communication. If the games are in groups, students can
communicate about the game with other members. It can improve interpersonal relationship with others.
Games may have a special value for the slow and unmotivated students. Boocock Schild, 1968:19. Everybody can follow games, no mater of in what
level of intellectuality heshe is. Similarly, Wright, Betteridge, Buckby 2005 say that games add interest to what students might not find very interesting.
Sustaining interest can mean sustaining effort.
B. Theoretical Framework
As explained in the background and identification of the problem, students’ participation is one of the most important things in the students’ learning
process, including their English teaching and learning process. The greater the students’ participation in the teaching and learning process, the greater will be the
amount of student learning and personal development. But, in reality, according to the researcher’s experience in her formal schools and her teaching’s experiences,
many teaching and learning processes lack students’ participation. The subjects of the research are considered adolescents. Generally,
adolescents are easily bored. They need various activities to get them involved. They also show anxiety and fear toward English lesson. These attitudes are
regarded as enemies of learning. Thus teaching and learning process should provide enjoyment and relaxation which can help adolescents learn without
anxiety and fear. As explained in the literature review, songs and games are expected to
increase students’ interests and motivations in the English lesson. Thus, later on, they can increase students’ participation in the teaching and learning process.
