In conclusion, educational games can encourage both English language teachers and learners during teaching learning process to achieve the intended
goals. Teachers are encouraged to create meaningful contexts which are relaxed, fun, and enjoyable to teach learners. Moreover, the games are expected to lead
learners to learn independently and confidently. Meanwhile, educational games help learners enjoy the process and unconsciously accept the knowledge delivered
through the games.
2.1.2.4 Which Educational Game to Use
There are many games able to be used in educating learners. However, not all games are applicable for educational purposes. Teachers should be careful
in choosing games if they want to make them beneficial. Firstly, teachers should consider the goals wanting to be achieved in
teaching learning process. Then, they decide on the purposes of using a game, whether it is suitable with the learning goals. It needs to be concerned that a game
might be appropriate and useful. However, as Gulin, et al 2011:221 say when its value is considered from the view point of foreign language teaching and then
compared to the purposes of the learning, it may have little or no purpose. It means teachers should see if the game will support the goals of learning.
Furthermore, as cited in Shagga 2012:18, Nedomova 2007 explains that teachers also need to consider whether the games are only an effort to avoid
boredom for the learners or really used to assist the learners to revise and practice particular parts of grammar and vocabulary. This means that games should really
be aimed to help learners acquire English language better, not just to have some fun.
Considering the level of the game is equally important while choosing games. Biocchi 2012 explains that it is crucial if educational games have to be a
simple user interface and control scheme. Learners as players should be able to pick up the games and play them without needing to memorize any complex
controls. So, different learners will have different levels. Teachers should decide whether the level of the games fits students’ language level because a game may
become difficult when it is beyond the learners’ level or it may become boring when learners find it too easy to carry on Deesri, 2002:77.
To sum up, to choose the suitable games for educational purposes, teachers should consider the purposes of the teaching learning process to be
adjusted with the learners’ level, including their age, achievement level, family background, and context of learning. Teachers should take all these factors into
the account to choose appropriate games. Moreover, they should provide the opportunities to cooperate, participate, and compete in learning to help them to be
more motivated.
2.1.3 Computer Assisted Language Learning CALL
Computer as assistants for learning or so called as CAL Computer Assisted Learning has been an essential need. In educating, teachers have long
involved computer as a means to transfer knowledge to learners as the Information Technology IT develops rapidly. It is considered as a useful device
to help learners cope with their learning in order to get improvement. As Young 2009:34 explained that computer can be placed in any locations where learners
can learn freely. It means that computer can be situated in the classroom, in a specially designed area of a library, or in any convenient location where the
students, or small groups of students can work uninterruptedly. Moreover, now there is portable computer called laptop and tablet that can be brought everywhere
easily to support the learning process. In learning language, furthermore, it is unavoidable that computer is
extremely needed. More programs to help language learning are then developed. Even, there are more English teachers using CALL. In this part of discussion,
there are some points of CALL elaborated, namely the definitions of CALL, the advantages, the disadvantages of CALL, and why we need CALL.
2.1.3.1 Definitions of CALL
CALL is both exciting and frustrating as a field of research and practice because technology changes so rapidly that CALL knowledge and skills must be
constantly renewed to stay apace of the field. Hence, it is essential to find out what this term actually means. For this reason, the various definitions of CALL
are elaborated. CALL was firstly agreed in the 1983 TESOL convention in a meeting of
all interested participants. Later, this term is widely used to refer to the area of technology and second language teaching and learning Chapelle, 2001:3. This
