The nature of game

In line with the theory, Lewis 1999 in Mei and Yu- jing 2000 “Games add variation to a lesson and increase motivation by providing and plausible incentive to use the target language ”. Moreover Lewis stated that game can create a meaningful context in which language use. Acc ording to Hadfield 1990: vii “Games offer a context in which language is used meaningfully as a tool to reach a particular goal ”. Games bring rea l world context into the classroom, and enhance student’s use of English in a flexible communicative way Huyen and Thu Nga, 2003. Huyen and Thu Nga 2003 stated that game usually involves friendly competition and they keep learners interested and participate actively in the learning activities. Games provide language practice in the four language skills Kim, 1995: 35. Furthermore, Kim: games encourage students to interact and communicate. They can be used to give practice in all language skills and be used to practice many types of communication. Besides providing language practice, games can also be used to present materials and to assess learned materials in a way that appeal the students. Games have an ability to introduce new or difficult material to the students. Because the game format is playful, the natural challenge of new or difficult material is much less threatening than it is ordinarily Sugar and Sugar, 2002: 5. In addition, games can be applied as a tool for the teacher to find out the area of difficulties Hadfield, 1990.

c. Types of game

Defining a game, Wright, Betteridge and Buckby 2006: 1 stated that game is an activity which is entertaining, and engaging, often challenging, and an activity in which the learners play and interact with others. In addition, Hadfield 1996: v stated that a game is an activity with rules, a goal, and an element of fun. The element of fun in games provides the learners more life situation with more chance to express their ideas in their own ways but under the rule. He also stated that games make use of variety of technique. There are 10 techniques that can be used for games. They are listed as follows: 1 Information gap Information gap is the simple technique that can be used for games. In this activity, students work in pair or small group. Students A has access to information which is not owned by students B. students B must acquire this information to complete the tasks. 2 Guessing game This kind of game can be varied by teacher. In this game, the players hold the information and the other should guess what it might be. The thing should be guessed can be on the form of single word, phrase, sentence, or sentences. Miming game can be done in pairs or in the form of group. 3 Search game This game usually played in whole class activities. In this game, everyone in the class has information. The players should get the information available to fill the questionnaire or to solve a problem.