2 Games
a. Definition of Games
Wright defined games as an entertaining and engaging activity, it is often challenging when being played and stimulate learners to interact with others.
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b. Function of Games in Language Learning
The functions of games commonly depend on what kind of the circumstances occurs during the language learning. Here are several functions
of Games made up by Andrew according to the problems encountered in language learning. These functions are appeared by the causes occurred in
learning target language, those causes are: 1. Language learning is hard work
Games function is to make many learners to be encouraged and to help them to sustain their interest and work. This function exists because
language learning is hard work. In understanding target language learners must struggle to make some efforts in repeating accurately, adapting,
using newly understood language in conversation and written composition.
2. Experiencing language In learning language, learners need to experience what language is.
When the learners want to take part in understanding what others are saying or have written they must participate to speak or write words to
express their information. Games provide one way of helping the learners to experience language rather than merely study it. Games also help the
teacher to create contexts in which language is useful and meaningful.
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Andrew Wright, Games for Language Learning, Cambridge University Press, 2006 p. 1
3. Repeated use of language Game is the technique which holds “Drill” as the key features
provided. 4. Central to learning
When it is believed that games can provide intense and meaningful practice based on what is written above, then games must be regarded as
central to lan guage teacher’s repertoire and not merely way of passing the
time.
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c. Types of Games
Games are known widely with its variety. Each of these varieties has its own essential character and way which engages the learner that is helpful in
the adaptation of games or the creation of new games. Again Wright has categorized games into several types according to its
family types. These are those several types of games in the following way: 1. Care and Share
This game type is all games in which the learner feels comfortable to share about their personal information with other learners
2. Do: Move, Mime, Draw, Obey Here, the game will stimulate learners to physically respond to a read or
a heard text because learners are expected to do something non-verbally 3. Identify: Discriminate, Guess, Speculate
The challenge of this game is that learners should identify something which is difficult to identify or to hypothesis about something which is
then compared with the facts.
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Wright, op. cit., p.2
4. Describe Differently to Care and Share type, this game type push learners to feel
challenged to describe something to other learners by speaking or writing, and in responding that speaking and writing other learners can do
something, for example, draw a picture.
5. Connect: Compare, Match, Group In this type learners will be involved in activities of connecting,
comparing, matching and grouping various items of information. It could be picture or texts, objectively or subjectively. The language will be used
by learners to describe or comment on the pairs or groups of information.
6. Order Here, the activity will be putting various bits of information into an
order of quality and importance, subjectively or objectively, or to put text, picture, objects, into a developmental sequence, also subjectively or
objectively where learners feel challenged to do so.
7. Remember The use of memory or remembering is essential in this game type.
Learners try to remember something and then communicate what they remembered.
8. Create The learners are challenged or invited to make their own story, poem,
or other kinds of material.
3. Song
No one knows exactly why songs are powerful, but everyone knows from their personal point of view that they really are. Song speaks to people directly
about their experiences: they reassure them in their moments of trouble. They are the art form which could satisfy and entertain its listener, the lyric fits the music
and the music fits the lyrics and together they form a complete unit. Another reason might be the ability of songs and music in general to affect their emotions.
Many people can be moved to tears or other strong emotions by music, and songs can acquire strong emotional associations with people, events and places.
Songs have personal quality that makes the listener react as the songs were being sung for the listener personally.
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This might be because songs directly have music inside which makes it balanced in the melody. As stated before that the lyrics or words of the song fit
the music and music fits the lyric back. It makes the listener feel joy while listening to it, because every fiber of their being is crawled by the music of the
song, becoming one and affecting many aspects of our lives. The first aspect is that Music affects shopping habits, the higher profitability is
translated by the proper selection of music. When background music is present in the shopping situation, people feel less crowded and less stressed.
Secondly, Music in the use has some beneficial effects through our moods. It can calm, relax, excite, motivate to action or in other words suggest appropriate
emotions to people. For instance people become aroused; their blood pressure and heartbeat rise, their bodies focus, and their muscles tense when music excites
them. Thirdly, that music affects productivity
. Someone’s doing some activities, in other words all sorts of routine tasks, such as hiking, jogging, typing, sewing, and
driving more successfully when music accompanies the these activities. This is because music makes assembly line efficiency improves when background music
is linked to repeated motion at appropriate speeds. The last, music is also beneficial in
altering human’s physiology, making people happier, or even healthier. It can help the body fight of viruses, reducing
stress hormone levels and affecting the heartbeat.
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Lenn Millbower, Training with a Beat: the Teaching Power of Music, Canada: Stylus Publishing,LLC, 2000. p.8
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