23 language, acting as a diagnostic tool to highlight the area of difficulty, and giving
enjoyable process for both the teachers and the learners Hadfield, 1984, p. 5.
b. Types of Games
The classifications of games based on the mental engagement on the part of the learners are Wright et al., 2006. pp. 4-5:
a Care and Share game provides the learners a comfortable circumstance to share personal information with others.
a Do game move, mime, draw, and obey gives something non-verbally to respond to a read or a heard text.
a Identify game discriminate, guess, and speculate hand over something which is difficult to identify or hypothesize which is then compared with
the facts. a Describe game requires something to be described by a student by
speaking or writing so well that the other learners can do something, for example draw a picture.
a Connect game compare, match, and group provides comparing, connecting, matching or grouping activities of various items of
information such as pictures on texts, objectively or subjectively. a Order game gives opportunity for students to put various information in
good order of quality and importance, or putting texts, pictures, or objects into a developmental sequence, subjectively or objectively.
a Remember game requires the students to remember something and then communicate what he or she has remembered.
24 a Create game makes the students to make a story, write a poem or produce
some other kinds of material using their imagination.
c. The Construction of Games
Eleven steps to construct the games are Bell Wieckert, 1985, pp. xix- xxii:
1 Developing the theme which must be suited with students’ needs 2 Determining the purpose to clearly motivate the students to play the games
3 Determining the grade level to whom the games must be matched with the skills
4 Determining the number of the player which can affect the format, the types of the materials to be used and the procedures of the games
5 Determining the format of the games whether board games, card games, or role-playing
6 Determining the technique of checking the outcome of the games and who or what will do it
7 Designing and gathering the attractive, functional, and durable materials that should be matched with the established theme and purposes of the
games 8 Defining the players’ role and available resources
9 Deciding upon the procedure and time to play the games and make the brief and clear rules
10 Trialing run in a small group to see the possible problem 11 Evaluating the games
