important part of language courses. Games can be either for practicing specific language items or skills or for more communicative language production.
a. Games in Language Teaching
There are many types of language games which can be applied in the teaching and learning process. Hadfield 1999 as cited by Deesri 2002 presents
various types of language games. She divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy,
such as supplying the correct antonym. On the other hand, communicative games emphasize successful exchange of information and ideas. Correct language usage,
though still important, is secondary to achieving the communicative goal. According to Hadfield 1999 as cited by Deesri 2002, there are many
kinds of communicative language games which can be carried out in the English lesson. The first is information gap games. In these games, one or more learners
have some information and other learners do not. There is a need to communicate and transfer the knowledge. So the other learners can complete a task. Second
games are guessing games. These games are slightly similar with information gap games. The most popular example is 20 Questions. One learner thinks of a famous
person, place, or thing and the other learners can ask 20 YesNo questions to find clues in order to guess who or what the learner is thinking of. The third are
matching games. In these games, learners have to find a match for a word, picture, or card. The rule is that learners place 20 word cards, for example, which consist
of 10 pairs. Those cards are placed face down in random order. Each person turns
over two cards at a time. By us ing their memory, they have to find a matching pair. Labelling games are the forth. These games are similar with matching
games. Learners have to match labels and pictures. The fifth games are exchanging games. In these games, learners barter cards, other objects, or ideas.
These are like exchanging and collecting games. The sixth is word games. The example of word games commonly used is crossword puzzle and hangman. These
games enable the students to enjoy playing with words. Spelling and writing are involved there. Next are board games. These games are in a form of boards. One
of the most popular board games widely use is scrabble. The last are role play games. These games enable learner to perform in front of class. The learners play
roles that they do not play in real life, such as a doctor, a tourist, an artist, and so forth. In these games the learners work in pairs or groups to make conversation
with their own words. These eight kinds of games can belong to the other categories. Also, these are flexib le. There are various language teaching materials
which are appropriate with these games. Lewis 1999 divides games based on the characteristics of the games into
two, namely rousing and settling games. The movement games and competitive games are types of rousing games. Rousing games make the adrenalin going.
Settling games, on the other hand, calm the class down. The example of settling games is board games.
Wright, Betteridge, Buckby 2005 classify 4 types of games based on the opportunity for every student to use the language, namely individual work,
pair work, group work, and class work. Individual work requires the students to
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
